Exploratory factor analysis in the evaluation of educational policies in postgraduate course

Abstract

This is a case study aimed at applying exploratory factor analysis (EFA) to identify underlying relationships in a questionnaire exploring the perception of graduate students regarding the field (public management) and mode (distance education) of their course. Data collection was conducted through a closed-ended questionnaire, employing a five-point Likert scale ranging from agreement to disagreement. The sample consists of 2,134 students enrolled in the distance education program for Public Institution Management at the Federal Institute of Rondônia - IFRO. Thus, the use of Exploratory Factor Analysis in this study suggests grouping 11 questionnaire variables into five factors. The students' perception of public management identifies three factors: Management capacity, managerial vision, and social participation. Their perception of distance education resulted in two factors: Rigor and autonomy. The total factors explained 58.46% of the total variation, with the first factor explaining 14.25%, the second 11.75%, the third 11.71%, the fourth 10.84%, and the fifth 9.95%. The research findings showcase a reduction of variables into factors that can contribute to the implementation of educational policies in educational institutions, directing new organizational policies more effectively. In conclusion, factor analysis can assist the offering educational institution in understanding student motivations, aligning practices, and potentially enhancing student success and retention, thereby supporting pedagogical guidance and the use of technological resources by the academic board.