Hindawi

Education Research International

Volume 2017, Article ID 1504701, 6 pages
https://doi.org/10.1155/2017/1504701

Research Article
Psychometric Properties and Validation of
the Arabic Academic Performance Rating Scale

M. F. A. Q. Quadri,1,2 M. S. El-Kordy,3,4 M. E. Moukhyer,5 A. Mukhayer,6 and B. Ahmad2

1
Dental Public Health, Department of Quality Assurance, College of Dentistry, Jazan University, Jazan, Saudi Arabia
2
Department of Dental Public Health, Universiti Sains Malaysia (USM), Penang, Malaysia
3
National Accreditation Authority for Translators and Interpreters, Sydney, NSW, Australia
4
Department of Quality Assurance, College of Medicine, Jazan University, Jazan, Saudi Arabia
5
Department of Quality Assurance, College of Applied Medical Sciences, Jazan University, Jazan, Saudi Arabia
6
Department of Health promotion, Maastricht University, Maastricht, Netherlands

Correspondence should be addressed to M. F. A. Q. Quadri; [email protected]

Received 15 February 2017; Revised 14 May 2017; Accepted 4 July 2017; Published 31 July 2017

Academic Editor: Jose C. Nunez

Copyright © 2017 M. F. A. Q. Quadri et al. This is an open access article distributed under the Creative Commons Attribution
License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly
cited.

Aim. To validate the Arabic version of Academic Performance Rating Scale. Method. Translation and test-retest reliability were
computed. Exploratory factor analysis and Rasch analysis were conducted to report on the validity. EFA factor structures were
evaluated using a Scree plot and the standard multiple criteria included eigenvalue greater than 1. Average measures and step
measures were ordered and the mean-square outfit statistic for each category was also evaluated. Results. Cronbach’s Alpha value of
0.90 was obtained. No differences across category of educational levels were seen (𝑃 > 0.05). Pattern matrix analysis revealed items
to be significantly correlated with each other with a chi square goodness of fit value 0.02. Results supported the interpretation of
adequate fit of items, since the infit ZSTD (1.55–0.46), outfit ZSTD (1.59–0.99), infit MNSQ (0.74–1.47), and outfit MNSQ (0.50–1.37)
for the items were within acceptable ranges. Conclusion. Valid and reliable A-APRS-15 can be used in future studies to see its relation
with other variables such as general health and oral health.

1. Background fails to evaluate the short term and long term needs of a child
in a particular course or subject; that is, it does not report
Education is an integral part of a country’s skill based as well on educational experience in a broader perspective [5–7]. It
as financial based development [1]. The core of teaching and further fails to identify children with learning difficulties so
learning experience among the students’ seeking education is that the nature of support and assistance that they need can be
its assessment. It ascertains their achievement in each subject ascertained. It also fails to assist in designing and implemen-
or course in a curriculum [2]. Standard test score (STS) is tation of appropriate strategies in concordance with specific
one of the popular methods among most institutions for difficulties that the students may have encountered [6, 8].
assessment or judgment of a students’ academic performance. Most importantly, some researchers have also raised concern
In Saudi Arabia, assessment is mostly done through standard over its reliability [4].
tests which follow a predesigned curriculum [3]. In this, all Thus, traditional standard test scores (STS) are solely
the test takers are required to answer similar set of questions not enough, and a subjective analysis should be added to
which are derived from a common question bank [3–5]. So, complete the overall assessment [9]. Through this, teachers
standard tests help in attaining scores in a consistent man- will be able to observe and report on a more distinguished
ner through a standardized process. This type of objective sample of academic content in comparison to traditional
assessment is intended to give a fair achievement analysis of standard tests. This will also assist in providing input on
each student in their respective courses or subjects. But, it social validity data of each student [10, 11]. Few teacher rating
2 Education Research International

scales were successfully tested and validated in different translation of the questionnaire into Arabic language
domains of school experience. Among these are children’s (Arabic-APRS-19, A-APRS-19) while maintaining the con-
behavior rating scale [12], classroom adjustment rating scale ceptual understanding of each question. A second bilingual
[13], teacher child rating scale [14], social skills rating system translator then carried out back translation of the Arabic
[15], and behavior and emotional rating scale [16]. These version into English. A cross examination of the Arabic to
scales are psychometrically sound but possess limitations English translation found no discrepancies.
in monitoring and reporting of academic skill deficits. In
addition, the calculation of academic work completion and 2.3. Content Validation. Validation was done to know if the
accuracy rates across each course or subject is also not questions are fully assessing the intended outcome (single
possible. To overcome this an Academic Performance Rating global construct). A rational analysis of the questionnaire was
Scale (APRS) was developed and validated successfully by a done by the experts, specifically focusing on the readability,
group of researchers [17, 18]. clarity, comprehensiveness, and level of agreement using
APRS (original English version) reflects teachers’ percep- Likert scale. Three school principals were requested to rate
tion of a child’s academic performance. Initially, thirty items the A-APRS-19 based on the importance of each item (4-point
were generated based on suggestions provided by several scale: 0 = not at all; 1 = low; 2 = somewhat; 3 = high) and also
classroom teachers, school psychologists, and clinical child the consistency between the items (4-point scale: 0 = not at
psychologists. From the original thirty, 19 items were retained all; 1 = weak; 2 = adequate; 3 = strong) [19].
with a feedback obtained from another set of teachers,
principals, and school and child psychologists regarding item 2.4. Ethical Consideration and Questionnaire Administration.
content validity, clarity, and importance [17]. The APRS final A convenient sample of 100 school children was identified
version comprised items focusing on one global construct, from four different schools in Jazan city of Saudi Arabia.
that is, academic performance through a series of questions Permission from the review board at Jazan University was fol-
(items), like work performance (e.g., estimate the written lowed by permission from school authorities before recruit-
math work completed relative to classmates) of each child in ing the study participants. A face-to-face interview along
different subjects; academic success (e.g., what is quality of with a written consent was obtained from both the school
the child’s reading skills?); academic behavior (e.g., how often teachers and at least one parent of the child. Only healthy
does the child begin written work prior to understanding the children of Arab nationality were included to maintain the
directions?); and academic attention (e.g., how often the child homogeneity of the sample. Classroom teachers and children
is able to pay attention without you prompting) [17]. were categorized into 7th grade, 8th grade, and 9th grade,
Higher educational institutions and graduate producing respectively. None of the teachers or child parent refused to
universities in the Middle East are gradually shifting to be part of the study.
English as their medium of instruction due to execution
of new educational policies. But, owing to the belief of 2.5. Statistical Analysis. In order to assess the reliability
maintaining and transferring culture and tradition to the of A-APRS, internal consistency and test-retest reliability
coming generations, most national schools (primary and were computed. Internal consistency was measured using
secondary) still follow Arabic as their medium of instruction. Cronbach’s 𝛼 coefficient. Arabic version of APRS (A-APRS)
On searching the published literature, it is observed that was stated to be internally consistent if it acquired an 𝛼
currently there is no subjective assessment scale in Arabic coefficient of at least 0.70 [20]. For investigating the stability
language to assess academic experience of school going of A-APRS across times, a test-retest reliability analysis and
children. A questionnaire based assessment if made available the intraclass correlation coefficients (ICC) using Pearson’s
will not only reveal the academic/learning experience of 𝑅 were calculated (ICC agreements: <0.40, poor to fair;
Arab children in a broader perspective, but also help in 0.41–0.60, moderate; 0.61–0.80, good; >0.80, excellent) [21].
acquiring large-scale analysis to provide quantitative as well The distribution of the A-APRS across three different educa-
as qualitative evidence of the school academic performance tional levels (7th grade, 8th grade, and 9th grade) was tested
in the region. Thus, with this intention, the current study to explore discriminant validity and confirm differences,
is aimed at providing a validated version of the Academic through a nonparametric test (Kruskal-Wallis).
Performance Rating Scale in Arabic language. Exploratory factor analysis (EFA) using principal compo-
nent analysis and Rasch analysis were conducted to report
2. Methodology on validity of the questionnaire. As the applicability of Rasch
model is dependent on the assumption of unidimensionality
2.1. Study Setting. This study was conducted in Jazan city of (i.e., items defining a single global construct: academic
Saudi Arabia, which is situated at southern tip of Arabian performance), an EFA was first conducted to identify latent
Peninsula bordering Yemen. Infrastructure of Jazan is still constructs (dimensions) in the A-APRS [22]. Later, EFA
in development phase unlike Riyadh and Jeddah which are factor structures were evaluated using a Scree plot and the
considered as the major cities of Saudi Arabia. Mode of standard multiple criteria include eigenvalue greater than
instruction of schools selected in this study is Arabic. 1.0 [23]. Average measures and step measures (+SE) were
ordered and the mean-square outfit statistic for each category
2.2. Arabic Translation. The translation process involved was also evaluated [24]. All the data entry and statistical
a qualified bilingual translator who carried out the initial analysis were done using SPSS version 22 (IBM, USA).
Education Research International 3

Table 1: Background characteristics of study population. of the nineteen items were not in concordance with rest of
the items. Linear influence of these variables is corrected
A-APRS
Variables 𝑃 value by taking them out of the matrix. After removing and
Low High recalculating Cronbach’s Alpha, a value of 0.90 (Table 3)
Gender Percentages was obtained indicating that the fifteen-item A-APRS-15 was
Male 53.84 46.15
0.61
internally consistent. Descriptive statistics of both A-APRS-
Female 52.63 47.36 19 and A-APRS-15 are displayed in Table 2.
Location To measure the intraclass correlation (ICC), test-retest
Urban 55 45 reliability was performed. A-APRS-15 was distributed twice
0.53
Rural 50 50 for the study sample in two consecutive weeks. Care was taken
Mothers’ education while repeating the measurement as the original scale (APRS)
Uneducated 66.66 33.33 indicates that the rating for each student is represented only
Secondary school 50 50
for the previous week [17]. Correlation value of 0.91 showed
0.80
that there was an excellent agreement between the repeated
High school 53.84 46.15
administrations [25].
Graduate 50 50
Postgraduate 0 100
Fathers’ education 3.2. Validity. Currently there is no other Arabic academic
Uneducated 0 0
rating scale in order to see the relation between them in
measuring the same outcome. Administration of A-APRS-19
Secondary school 0 0
and A-APRS-15 to the same population revealed a significant
High school 69.23 30.76 0.23
correlation. Also, no significant differences in A-APRS-15
Graduate 46.66 53.33 across the category of educational levels were seen (𝑃 > 0.05).
Post graduate 25 75 A-APRS-15 scored consistently with the obtained standard
Mother employed test scores (𝑃 = 0.01) (Table 1). Content validation through
Yes 54.54 45.45 experts revealed no major corrections based on a mean rating
0.60
No 52.38 47.61 cut-off of 2.5 or higher [19]. Category function statistics
Father employed revealed a positive analysis of the structural validity of the A-
Yes 53.12 46.87 APRS five-point Likert scale; that is, function of assessment
NS was acceptable as each category count was equal to or more
No 0 0
than 10.
Standard test scores
Less than 50% 83.33 16.66 Model’s unidimensionality was confirmed by examining
0.01∗ the explained and unexplained variance. Exploratory factor
More than 50% 14.28 85.71
∗
analysis (EFA) revealed that A-APRS-15 across its items
Significant with chi square value less than 0.05; NS: not significant.
measured the outcome (single global construct, that is,
academic performance) successfully, thus representing one-
factor analysis. Through pattern matrix analysis, it was seen
3. Results that the items were significantly correlated with each other
and a chi square goodness of fit value of 0.02 was obtained.
The total sample size was 100, out of which the male school Sampling adequacy was assessed with Kaiser-Meyer-Olkin
children were 40.6% and the female children were 59.4%. measure which revealed a value of 0.78 indicating the sample
Mean age of study participants was 9.59 ± 1.38 years. In terms used was nearly adequate. Bartlett’s test of sphericity signif-
of location, 62.5% resided in the urban suburbs, whereas icance value 0.00 indicated equal variances (homogeneity)
37.5% belonged to rural suburbs. Previous semesters’ standard across the sample.
test scores (STS) were also obtained in order to check its A single-factor solution was reported using the criterion
relation with the A-APRS. It revealed that 56.3% of school of eigenvalue larger than 1 (Figure 1). Examining the “percent
children were below average (below the optimum require- of variance explained” suggested that this one-factor solution
ment). A cross tabulation of A-APRS with other measured explained 84% of variance. The Scree plot illustrated a
variables (parents’ education, location, etc.) was performed pronounced drop after the first factor, further confirming a
and the results are reported in Table 1. The students who strong one-factor solution (Figure 1). Unidimensionality and
scored less in the traditional STS have also scored less in their redundancy of the items in the questionnaire were evaluated
subjective analysis (𝑃 < 0.05). in a Rasch analysis using the Partial Credit Model as displayed
in a tabulated format (Table 4). For the sake of improvement,
3.1. Reliability. Nineteen-item Arabic version of APRS (A- the misfitting items as well as items minimizing overlap in the
APRS-19) was subjected to reliability tests by assessing level of difficulty represented in the scale were omitted. They
internal consistency through Cronbach’s Alpha. The value were classified as redundant if the infit/outfit mean square
obtained was 0.68 (Table 3) which was less than the expected (MNSQ) was less than 0.50 or if it was more than 1.37. Results
value of 0.70. On examining the item correlation matrix supported the interpretation of adequate fit of items, since the
(matrix of Pearson-type correlations), it was seen that four infit ZSTD (1.55–0.46), outfit ZSTD (1.59–0.99), infit MNSQ
4 Education Research International

Table 2: Descriptive statistics of A-APRS (19) and A-APRS (15).

$ $
A-APRS (19) A-APRS (15)
Items ∗ ∗
Mean Std. deviation 𝑅 Mean Std. deviation 𝑅
APRS1 2.25 1.524 .977 2.25 1.524 .858
APRS2 2.56 1.605 .934 2.56 1.605 .907
APRS3 2.59 1.720 .892 2.59 1.720 .847
APRS4 2.72 1.550 .940 2.72 1.550 .743
APRS5 2.75 1.437 .930 2.75 1.437 .906
APRS6 3.34 1.181 .975 3.34 1.181 .875
APRS7 4.19 .965 .948 4.19 .965 .806
APRS8 3.41 .979 .905 3.41 .979 .797
APRS14 3.66 1.234 .925 3.66 1.234 .778
APRS16 2.16 1.081 .931 2.16 1.081 .694
APRS17 3.34 1.335 .870 3.34 1.335 −.729
APRS18 2.69 1.674 .862 DEL DEL DEL
APRS19 2.16 1.019 .909 DEL DEL DEL
APRS13 1.91 .893 .785 DEL DEL DEL
APRS15 2.78 1.338 .914 DEL DEL DEL
APRS9 3.53 1.270 .854 3.53 1.270 .797
APRS10 3.47 1.319 .905 3.47 1.319 .851
APRS11 3.91 .995 .933 3.91 .995 .785
APRS12 2.59 1.292 .937 2.59 1.292 −.587
∗ $
𝑅: Pearson’s coefficient of correlation; A-APRS (19) and A-APRS (15) intend to measure a single global construct, academic performance; DEL: deleted.

Table 3: Scale statistics and reliability of A-APRS (19) and A-APRS 12

(15).
10
Scale Mean Variance Std. deviation Cronbach’s
Alpha 8
Eigenvalue

A-APRS (19) 56.00 93.55 9.67 0.68

6
A-APRS (15) 46.47 164.77 12.83 0.90∗
∗
Cronbach’s Alpha value of 0.70 or more was considered significant. 4

(0.74–1.47), and outfit MNSQ (0.50–1.37) for the items were 0

within acceptable ranges (Table 4).
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Factor number
4. Discussion Figure 1: Scree plot created through factor analysis. Eigenvalue of
1.0 was considered as the cut-off value for obtaining the Scree plot.
This is the first study that attempted to provide a reliable
and valid subjective Academic Performance Rating Scale
in Arabic. Overall result of both the exploratory factor
analysis and Rasch analysis of the data indicated A-APRS-15 achieve a more reliable scale so that all items contribute
(Appendix – B in Supplementary Material available online towards measuring one outcome (academic performance).
at https://doi.org/10.1155/2017/1504701) as a highly reliable Test-retest of A-APRS-15 also revealed a high correlation
single construct scale. Exploratory factor analysis also pro- value which means that A-APRS-15 yielded consistent results
vided the preliminary evidence of high internal reliability as over repeated administrations. Rasch analysis was then run
evaluated by high alpha statistic. Person and item reliability on the modified scale termed as A-APRS-15 indicating this to
statistics revealed and confirmed the highly reliable single- be a validated and reliable single construct scale.
factor structure of A-APRS-15. A feedback from the classroom teachers through a verbal
Initial analysis of A-APRS-19 revealed that items 13, survey suggested that most teachers found A-APRS-15 to
15, 18, and 19 were not in alignment with the rest of the be a potentially useful tool to measure overall academic
items. The overall outcome measure was not reliable as performance of a child. The average time required for each
Cronbach’s Alpha value was less than the expected 0.70. Thus, teacher to complete the A-APRS-15 was around 8–10 minutes
it was necessary that these items be removed in order to per student. Some teachers also suggested that, apart from
Education Research International 5

Table 4: Rasch analysis of A-APRS-15.

a
Item Item mean Infit MNSQ Infit ZSTD Outfit MNSQ Outfit ZSTD
APRS1 0.36 0.78 −1.4 0.50 −0.2
APRS2 0.42 0.85 −1.0 1.37 0.6
APRS3 0.49 1.37 2.30 1.52 0.80
APRS4 0.45 0.85 −1.0 0.82 0.0
APRS5 0.49 1.18 1.0 1.14 0.4
APRS6 0.63 0.74 −1.60 0.54 −1.0
APRS7 0.66 0.71 −1.8 0.77 −0.3
APRS8 0.65 0.83 −0.9 1.36 0.8
APRS14 0.62 0.86 −0.7 0.61 −0.8
APRS16 0.60 0.92 −0.3 0.71 −0.5
APRS17 0.71 0.64 −2.1 0.47 −1.3
APRS9 0.81 0.96 0.0 0.55 −0.7
APRS10 0.82 1.09 0.4 1.20 0.5
APRS11 0.80 1.13 0.5 0.62 −0.3
APRS12 0.89 0.68 −1.2 0.36 −0.6
a
Single global construct; Partial Credit Model was used for Rasch analysis.

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