Design and validation of the P-MATHEX questionnaire: Assessing preservice teachers’ perceptions of pedagogical knowledge in mathematics and science

Abstract

This study presents the design and validation of the P-MATHEX questionnaire, an instrument aimed at assessing preservice primary teachers’ perceptions regarding pedagogical knowledge in mathematics and experimental science education. Initially, a questionnaire comprising 50 Likert-scale items and 10 demographic questions was developed and subjected to a cognitive pre-test with 50 preservice teachers from a Spanish university. The instrument was then validated using a larger training sample of 264 participants. Psychometric validation involved exploratory factor analysis (EFA) and confirmatory factor analysis, item discrimination indices, and internal consistency reliability assessed by McDonald’s omega coefficient. EFA results identified five distinct factors: teacher training improvement, methodological shortcomings, applied teaching methods, trial-and-error approach, and student problem-solving difficulties. The revised questionnaire was further validated with an additional sample of 166 preservice teachers. Results confirmed excellent internal consistency (global ω = 0.95) and robust factorial structure (CFI = 0.986; TLI = 0.985; RMSEA = 0.061). The P-MATHEX questionnaire effectively highlighted preservice teachers’ perceived strengths in practical teaching methods and identified areas requiring further training, particularly inclusive education practices and integration of information and communication technologies skills. This validated instrument provides educators and policymakers a reliable and actionable tool to evaluate and enhance teacher education programmes in mathematics and experimental sciences, ultimately aiming to improve pedagogical practices in primary education classrooms.