Study skills of undergraduate public health students during post COVID-19 new normal: validity and reliability of SSAQ-CCHU instrument.
Description
This study aimed to explore and validate the dimensions of study skills among Thai public health students in the post-COVID-19 educational landscape, utilizing the enhanced SSAQ-CCHU scale. With the transition from online to in-person learning environments, understanding the nuances of study skills has become crucial. Our research focused on identifying latent factors of study skills, assessing the validity and reliability of the SSAQ-CCHU scale, and examining variations in study skills across different student demographics, including gender, age, majors, and academic years. Data was collected from 437 undergraduate students enrolled in Environmental Health, Occupational Health and Safety, or Community Public Health programs at Walailak University, using a stratified sampling method to ensure a representative sample. This methodological approach allowed us to conduct both exploratory and confirmatory factor analyses to refine and validate the study skills model in the context of current educational challenges. The research identified three key constructs of study skills: Motivation and Attitude, Test Strategy and Comprehension, and Processing Information. However, during the model refinement process, modifications were necessary to enhance the model's fit, including the removal of items and factors that did not meet specific statistical criteria. The final model, comprising three factors and a total of 10 items, demonstrated acceptable levels of variance estimates, suggesting a focused yet comprehensive framework for assessing crucial aspects of study skills. These findings contribute significantly to the body of knowledge on study skills in a post-pandemic era, offering a validated tool for educators to assess and support students' learning strategies effectively. This research underscores the importance of adapting educational practices to meet the evolving needs of students, promoting a successful transition back to in-person learning environments. Future studies are encouraged to expand on this work, exploring the generalizability of the scale across different cultural and educational contexts and further refining the model to encompass a broader range of study skills.
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Methods and Protocols: Survey Design: We developed a comprehensive questionnaire based on the Study Skills Assessment Questionnaire of the Counseling Center of Houston University (SSAQ-CCHU). The questionnaire was tailored to evaluate eight key dimensions of study skills: Motivation and Attitude, Test Strategy and Comprehension, Processing Information, Time Management, Note-Taking, Reading and Selecting Main Ideas, Writing Skills, and Memory/Concentration. Instrument Validation: Prior to data collection, the questionnaire underwent a rigorous validation process, including expert reviews and a pilot study. This ensured clarity, relevance, and the comprehensive coverage of the constructs of interest. Sampling Method: A stratified sampling technique was employed to select participants from three undergraduate programs within the School of Public Health at Walailak University, ensuring representation across different academic years. This method facilitated a diverse and representative sample of the student population. Data Collection: The finalized questionnaire was distributed electronically via university email and social media platforms used by the students. Participation was voluntary, with informed consent obtained from all participants. The data collection period spanned from June 2022 to November 2022. Instruments, Reagents, Software, and Workflows: Survey Platform: The questionnaire was administered using an online survey tool (e.g., Google Forms or SurveyMonkey), which facilitated easy distribution and response collection. Data Analysis Software: Responses were analyzed using statistical software (SPSS Amos 20.0 ). This included descriptive statistics to summarize the data and Exploratory Factor Analysis (EFA) followed by Confirmatory Factor Analysis (CFA) to assess the questionnaire's construct validity. Model Comparison and Validation: To address the lack of model comparison noted as a limitation, future research will incorporate alternative model evaluations using structural equation modeling (SEM) techniques within the same software frameworks. Workflow: The research workflow included initial survey design and validation, participant recruitment based on specified inclusion criteria, data collection via an online platform, data cleaning to remove incomplete responses, statistical analysis for validation and interpretation, and documentation of the process for reproducibility.