The present paper deals with development of a course evaluation survey (CES) questionnaire regarding evaluation of humanities courses (e.g., Commerce/Economics/Law) and assessment of its validity and reliability. Taki...The present paper deals with development of a course evaluation survey (CES) questionnaire regarding evaluation of humanities courses (e.g., Commerce/Economics/Law) and assessment of its validity and reliability. Taking help from available questionnaires and also incorporating views from the teachers of the related subjects, the relevant Likert type items were selected. The drafted version of the questionnaire was finalized taking into account feedback from the subject experts. The focus was on simple language to ensure clarity to the students to facilitate accuracy of the collected data. The developed questionnaire consists of five domains involving fifteen Likert type items including a global item. For assessment of its reliability and validity, data were collected among two groups of undergraduate students studying two courses namely Accounts (n = 190) and Law (n = 90). For assessing questionnaire, Karl Pearson Correlation Coefficient, Cronbach’s Alpha coefficient and four factor solutions under factor analysis were used. The analytical results were quite consistent across the data sets (that are, accounts, law and pooled together) that exhibit good psychometric properties. It may thus be concluded that the questionnaire is valid, reliable and may measure what it is intended to measure.展开更多
文摘The present paper deals with development of a course evaluation survey (CES) questionnaire regarding evaluation of humanities courses (e.g., Commerce/Economics/Law) and assessment of its validity and reliability. Taking help from available questionnaires and also incorporating views from the teachers of the related subjects, the relevant Likert type items were selected. The drafted version of the questionnaire was finalized taking into account feedback from the subject experts. The focus was on simple language to ensure clarity to the students to facilitate accuracy of the collected data. The developed questionnaire consists of five domains involving fifteen Likert type items including a global item. For assessment of its reliability and validity, data were collected among two groups of undergraduate students studying two courses namely Accounts (n = 190) and Law (n = 90). For assessing questionnaire, Karl Pearson Correlation Coefficient, Cronbach’s Alpha coefficient and four factor solutions under factor analysis were used. The analytical results were quite consistent across the data sets (that are, accounts, law and pooled together) that exhibit good psychometric properties. It may thus be concluded that the questionnaire is valid, reliable and may measure what it is intended to measure.
