Abstract
This paper describes the development and validation of an instrument for measuring and assessing the executive functioning skills of learners with special educational needs towards academic achievement. Based on the comprehensive review of related literature and thorough study of the researcher, the instrument was carefully constructed and examined among learners with special educational needs (N=26). The data was randomly divided into 5 variables (organization, planning, time-management, self-control, and metacognition). A preliminary study of the 26 non-respondents in the questionnaire produced a Cronbach alpha value of 0.820 (Organization), 0.852 (Planning), 0.896 (Time-Management), 0.885 (Self-Control), 0.814 (Metacognition) to test the internal consistency and reliability of the questionnaire. The results show that 5 variables could be distinguished as reliable and have a credible construct with a dependability score of at least 0.80. Thus, the results regarding the validity of the instrument were acceptable.
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