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Journal Article
Validating a self-rating scale for self-directed learning instrument
2026
Overview
The validity of a questionnaire depends on the language and context in which it is used. Validation of an already existing questionnaire, therefore, provides its content, validity and reliability for use in new contexts. The original self-rating scale for self-directed learning (SRSSDL) questionnaire was developed and validated among English first-language speakers. The current exploratory sequential mixed methods study validates the same instrument among users of English as a second language (ESL) in the Northwest Province of South Africa. In the qualitative part, 10 expert teacher-educators examined the content validity of the test through 2 Delphi technique cycles. The quantitative part offers descriptive and inferential statistics of the results of the revised SRSSDL instrument after completion by 42 high school science teachers. The split-half method of the 60-item revised SRSSDL instrument yielded Cronbach’s alpha values for part 1 and part 2 p-values of 0.740 and 0.842, confirming internal consistency reliability. The Guttman split-half coefficient of 0.800 confirms good reliability level. The Spearman-Brown correlation coefficient for equal and unequal lengths of 0.807 confirms a strong positive correlation between the two parts. The Shapiro-Wilk and Kolmogorov-Smirnov tests confirm statistically good normality levels with p-values of 0.966 and 0.101 at 0.251 and 0.200 significance levels, respectively. The data shows acceptable Kurtosis and skewness values of -0.833 and 0.228, respectively. The validation process ensured the suitability of an existing questionnaire in a different context compared to where it was developed. The current study provides a revised SRSSDL instrument valid for use among high school teachers and university lecturers using ESL in South Africa. Nevertheless, a larger sample involving participants from all provinces could yield more conclusive results.
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