An Adaptation and Validation of Students’ Satisfaction Scale: The Case of McGraw–Hill Education Connect

Adel A Babtain,Yu-Min Wang

doi:10.1155/2021/1936076

Abstract

This study aims to adapt and validate an Arabic version of the students’ satisfaction scale. It tries to measure students’ satisfaction with the McGraw–Hill Education Connect platform in Saudi Arabia. It provides Saudi and Arab academics with a valid instrument for further studies and interventions to improve students’ learning and environments. The study examined items to establish content, construct, convergent, and discriminant validity. It used two-phase Chemistry 101-student samples (N = 50 and N = 193). The exploratory factor analysis (EFA) using the maximum likelihood extraction method and the Promax rotation method was used to explore the survey’s constructs in the pilot phase. It supported the five-factor construct of the survey. Three competitive construct models were investigated using the confirmatory factor analysis in the main phase study. The model that fitted the study data and satisfied reliability and validity standards was a second-order model identifying two primary constructs distinctively: satisfaction (N = 3, α = 0.912) and utility (N = 19, α = 0.965). The utility scale was composed of four subscales: understanding (N = 5, α = 0.913), studying (N = 3, α = 0.896), preparation (N = 4, α = 0.893), and usability (N = 7, α = 0.913). The results indicated that student’s overall satisfaction with MCGH Connect was significantly met (M = 3.52, SD = 0.176). Also, students were significantly satisfied with the MGHE Connect utility (M = 3.51, SD = 0.221). The highest level of satisfaction was understanding (M = 3.60, SD = 0.170), and the lowest was with preparation to classes (M = 3.23, SD = 0.259). Students were equally satisfied with using MGHE Connect to understand the materials, study and review for exams, and friendliness.

Highlights

Nowadays, blended learning (b-learning) became simplified learning and the new traditional approach among higher education institutions [1,2,3]
Utility-scale items consisted of three subscales: understanding (N 4, α 0.66), studying (N 4, α 0.73), and preparation (N 4, α 0.87). Gearhart described these categories as follows [8]: (i) Satisfaction concerns whether the tool generally met the needs of the students (ii) Utility relates to how students used the technology, and it includes three subscales: (iii) Understanding reflects the degree to which students thought Connect helped them to comprehend the material better (iv) Preparation measures the students’ use of Connect to introduce course content before discussions and lectures (v) Studying assesses the use of technology to review for exams (vi) Usability gauges student perceptions about access and user-friendliness (vii) e perceived value indicates if it is worth it (p.13)
Three items (3, 20, and 25) had low item-total correlation coefficients (

Summary

Introduction

Nowadays, blended learning (b-learning) became simplified learning and the new traditional approach among higher education institutions [1,2,3]. Convergent validity is achieved when all items in a measurement model are significantly correlated with the respective latent constructs [30, 35, 38]. Gearhart described these categories as follows [8]: (i) Satisfaction concerns whether the tool generally met the needs of the students (ii) Utility relates to how students used the technology, and it includes three subscales: (iii) Understanding reflects the degree to which students thought Connect helped them to comprehend the material better (iv) Preparation measures the students’ use of Connect to introduce course content before discussions and lectures (v) Studying assesses the use of technology to review for exams (vi) Usability gauges student perceptions about access and user-friendliness (vii) e perceived value indicates if it is worth it (p.13)

Results

Conclusion