Psychometric properties of the arabic version of the positive/negative experiences of parents for school-aged students about online learning during COVID-19 pandemic assessment scale

Abstract

Background: The current literature examining the impact of online learning on parents and their children, specifically in the time of COVID-19 are still lacking in Saudi Arabia. Therefore, the aim of the study to evaluate the psychometric properties of the Arabic version of the positive/negative experiences of online learning during COVID-19 Pandemic Assessment Scale. Methods: A cross-sectional study approved by a university institutional review board was conducted among 184 participants in 2021. The scale was translated from English into Arabic and culturally adapted as needed. The psychometric properties of the instruments, including face and content validity, and internal consistency were evaluated. Exploratory factor analysis (EFA) was conducted to cross-validate the factor structure. The Spearman’s Rho Correlation was used to assess convergent validity. Results: Cronbach’s alpha were 0.890 and 0.892, respectively, indicating acceptable internal consistency. Item-total correlation coefficients ranged from 0.52 to 0.73 and 0.43 to 0.76, respectively. The EFA indicated a single-factor with a total% variance 52.89 for the positive experience items of the scale and 56.83 for the negative experience items of the scale. Conclusion: The Arabic version of the the positive/negative experiences of online learning during COVID-19 Pandemic Assessment Scale is reliable and valid measure for assessing parents experiences among Arabic-speaking population.