An Adaptation and Validation of Students’ Satisfaction Scale: The Case of McGraw–Hill Education Connect

Abstract

This study aims to adapt and validate an Arabic version of the students’ satisfaction scale. It tries to measure students’ satisfaction with the McGraw–Hill Education Connect platform in Saudi Arabia. It provides Saudi and Arab academics with a valid instrument for further studies and interventions to improve students’ learning and environments. The study examined items to establish content, construct, convergent, and discriminant validity. It used two-phase Chemistry 101-student samples (N = 50 and N = 193). The exploratory factor analysis (EFA) using the maximum likelihood extraction method and the Promax rotation method was used to explore the survey’s constructs in the pilot phase. It supported the five-factor construct of the survey. Three competitive construct models were investigated 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.