Reliability and Construct Validity Assessment of the Student Competency Questionnaire among Final Year Diploma Students: A Statistical Analysis Approach

Abstract

The university strives to provide students a curriculum that is pertinent and taught by educators with exceptional delivery methods, in a stimulating and dynamic learning setting. The objective is for students to graduate from the institution as individuals who can positively impact society, establish businesses, and assume leadership roles in the professional realm. The objectives of this research are to develop the Student Competency Questionnaire (SCQ) and evaluate its reliability and validity. The evaluation followed classical test theory, focusing on reliability, construct validity, and content validity. A postal questionnaire containing 49 items was sent in October 2022 to a sample of 59 final-year diploma students from various programs. Three experts in education, statistical modeling, and decision-making evaluated the content validity of the scale. The Content Validity Index (CVI) for all constructs ranged from 0.96 to 1, exceeding the threshold of 0.70, indicating that the items are 'content valid.' Cronbach's alpha values showed a high level of internal consistency, all exceeding 0.90. Additionally, all items within each construct were highly related to one another, with correlations exceeding 0.30. This research demonstrates that the Pillar 1 education 5.0 @ UiTM frameworks effectively capture essential skills for students' academic and professional development, enhancing their employability. The focus on Personal, Adaptive, Digital, 21st Century, and Social competencies, along with student satisfaction, ensures students are equipped with diverse skills needed to thrive in dynamic environments. Overall, UiTM's approach prepares students for success in their future careers and personal lives.