Using the ASSIST Short Form for Evaluating an Information Technology Application: Validity and Reliability Issues

Abstract

In this study, the Approaches and Study Skills Inventory for Students (ASSIST) short form was used to gain insight about learning style characteristics that might influence students' use of an online library of plant science learning objects. This study provides evidence concerning the internal consistency reliability and construct validity of the Deep, Strategic and Surface scale scores when used to sort students' responses. Participants consisted of 446 resident university students (230 males, 216 females) in agricultural science courses with face-to-face instruction supplemented with web-based lessons. Cronbach's alphas for the three scales ranged from 0.65 to 0.75. The data file was submitted to a maximum likelihood factor analysis with oblimin rotation. When three factors were extracted, all 18 items loaded on the expected factors. One example of an analysis based on ASSIST scale scores is presented to show the potential of this procedure for helping with the interpretation of student comments.

Profiling information behaviour of nursing students: part 1: quantitative findings

“…All learning styles were linked (not significantly) to examination grade. The scale has also been found to be reliable and valid elsewhere (Coffield et al, 2004, Speth et al, 2007.…”

Enfoques de aprendizaje en estudiantes universitarios: comparación de resultados con los cuestionarios ASSIST y R-SPQ-2F

“…De acuerdo con la clasificación establecida por Prieto y Muñiz (2000) respecto a la fiabilidad de las puntuaciones de un test, ésta fue adecuada para el Factor I y el Factor II, y parcialmente adecuada para el Factor III, al igual que en estudios previos (Speth et al, 2007).…”

Establishing the reliability and validity of the ASSIST questionnaire: a South African sample perspective

“…Therefore, in all research methods reliability and validity is given great attention (Morse et al, 2002). It is argued that validity and reliability are two important indicators for any type of mental measurement (Miller, n.d.;Speth, Namuth, & Lee, 2007;Tavakol & Dennick, 2011). In fact, in positivist perspective or quantitative research the criteria to reach the aim of rigor are internal validity, external validity, reliability, and objectivity (Golafshani, 2003;Morse et al, 2002).…”

“…In fact, in positivist perspective or quantitative research the criteria to reach the aim of rigor are internal validity, external validity, reliability, and objectivity (Golafshani, 2003;Morse et al, 2002). Speth et al, (2007) define reliability as the test or questionnaire measures what it claims to measure consistently, either in terms of consistency over time, or that the items combined to produce scores have high enough positive inter-item correlations to produce meaningful scores.…”

“…It is mentioned that validity and reliability are two important indicators for any type of mental measurement (Miller, n.d.;Speth Namuth, & Lee, 2007;Tavakol & Dennick, 2011).…”