Human communication in the teaching-learning process at the Admission and Leveling Institute of the Technical University of Manabí
Keywords:
Human communication, higher education, feedback, academic literacy, university leveling.Abstract
This study analyzes human communication during entry into higher education, a context in which difficulties in understanding, expressing ideas, and using feedback may affect aca-demic adjustment. A quantitative, non-experimental, cross-sectional, descriptive, and in-strumental study was conducted with 294 students from the Admission and Leveling Institute of the Technical University of Manabí. A 25-item questionnaire organized into five dimen-sions was administered, and response patterns, reliability, and dimensionality were exam-ined. Seventeen items showed more than 70% favorable ratings. Reverse-worded items P3, P5, P8, P12, and P15 displayed insufficient psychometric performance and were excluded from composite scores. The revised dimensions reached ordinal alpha coefficients between 0.752 and 0.936; classroom communication obtained the highest mean, whereas oral com-munication obtained the lowest. The refined version provides adequate internal consistency, although its factorial structure should be confirmed in an independent sample.
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