Design and validation of the questionnaire for students’ satisfaction with their final degree project supervision

• Published in: Cogent education Vol. 12; no. 1
• Main Authors: Rodríguez-Rodríguez, Daniel, Domínguez-Santana, Fermín, Kostiv, Olena, Stendardi, David, Ramírez-Orduña, Martina Soledad, Félez Castañé, Nuria
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 31.12.2025
• Subjects: assessment; Higher education; Research Methods in Education; tutoring; university
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2025.2501421

Final degree projects (FDPs), both at the undergraduate and postgraduate levels, represent significant academic milestones as they entail the integration and application of the knowledge acquired during a student’s university education. In this regard, the supervision and guidance provided by individuals overseeing these projects play a crucial role in ensuring their successful completion. In order to address this need, this study aims to design and validate the ‘Questionnaire for Students’ Satisfaction with Their Final Degree Project Supervision’. Drawing upon the principles of Classical Test Theory, a quantitative, non-experimental, cross-sectional design was employed. Based on responses obtained from a sample comprising 234 university students from Spain, a questionnaire consisting of 20 items with a response range of 1–10 points was developed, categorized into five factors: subject knowledge, tutorial action, evaluation, emotional support and communication. The results obtained confirm the proposed factorial structure and demonstrate that the designed questionnaire possesses optimal psychometric properties in terms of both reliability and validity for use in evaluating the satisfaction of university students with the supervision of their FDP. The developed instrument is made available to the university community with the aim of enhancing educational practices in FDP development. Future research could explore the questionnaire’s applicability across different educational contexts and its potential use as a tool for improving supervision strategies in higher education.