Validation of Studying and Learning Approaches Questionnaire to Identify Student's Studying and Learning Methods

Assessment systems should aim at evaluating the desired learning outcomes. The aim of the present study was to design and validate a Mahmoodi Studying and Learning Approaches Questionnaire (MASLAQ) to identify students’ studying and learning methods in examinations. A structured 12-item questionnaire was designed based on a modified 5-point Likert scale in outline of visual analogue scale to seek information on student’s studying and learning approaches between multiple-choice questions (MCQs) and short-answer questions (SAQs) examinations that may affect the student''s learning outcome. Thirty-four students who were selected by census، completed the questionnaire by test and re-test method before starting the research. One-week test-retest reliability of the 12-item questionnaire was measured by Cronbach’s alpha at 0. 81. Reliability of the validated 12-item questionnaire (189 questionnaires)، was measured by Cronbach’s alpha at 0. 77. Range of agreement coefficient of kappa for pre and posttest questionnaire items were 0. 34-0. 60. Intraclass correlation coefficient between the pre and posttest questionnaire items was ICC = 0. 93 (P < 0. 001). Content validity index was computed 0. 88 for the overall scale. Construct validity was also computed. This validated and reliable questionnaire was the exclusive instrument to assess studying and learning approaches and to evaluate learning strategies of students based on selecting examination.