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Revision and verification of student satisfaction scale: Taking McGraw Hill Education connect as an example

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Document pages: 14 pages

Abstract: The purpose of this study is to adapt and verify the Arab version of student satisfaction scale. It attempts to measure students satisfaction with the McGraw Hill Education connection platform in Saudi Arabia. It provides Saudi and Arab scholars with an effective tool for further research and intervention to improve students learning and environment. The study tested the content validity, structural validity, convergent validity and discriminant validity of the items. It uses 101 student samples of two-phase Chemistry (n   =   50 and N   =   193). Exploratory factor analysis (EFA) uses maximum likelihood extraction method and promax rotation method to explore the investigation structure in the experimental stage. It supports the five element structure of the investigation. Three competitive structure models are studied 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.

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