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

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...

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Published inInforming science Vol. 10; pp. 107 - 119
Main Authors Speth, Carol A, Namuth, Deana M, Lee, Donald J
Format Journal Article
LanguageEnglish
Published Santa Rosa Informing Science Institute 01.01.2007
Subjects
Academic libraries
Agronomy
Cognitive style
Colleges & universities
Consistency
Construction
Factor analysis
Females
Gain
Higher education
Information systems
Information technology
Inventories
Learning
Libraries
Males
On-line systems
Online
Plant sciences
Science education
Soil sciences
Stockpiling
Students
Study skills
Validation studies
Validity
World Wide Web
United Kingdom > UK
England
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Summary: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.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
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ISSN:1547-9684
1521-4672
DOI:10.28945/459