Reliability and Validity of a Novel Instrument to Quantify Psychology Students’ Perception of Statistics Learning

This study reports on the validity and reliability of a modified survey tool based on the extended Technology Acceptance Model (TAM). The tool was designed to help identify the factors that affect psychological sciences students’ perceptions of the ease of use and usefulness of statistical concepts and their application in psychology using the statistical software, SPSS. The proposed survey instrument was tested for its reliability and structural validity using data from 530 students enrolled in a first-year statistics for psychology subject during the global pandemic. First, exploratory factor analysis (EFA) was conducted on 168 of 191 respondents who completed a pre-intervention survey to explore the structure of the constructs of students' attitudes, confidence, and perceptions. Out of the 42 questions which were divided into 8 sections, five factors of confidence, attitude, dependent learner belief, independent learner belief, and mindfulness were identified. These findings provide a valid and reliable assessment of students’ attitudes, confidence, and beliefs toward statistics learning for predicting academic performance. Consequently, this may help as a guide for effective decision-making in the design and development of the study of statistics for non-mathematical background students. This research is conducted in accordance with La Trobe University's ethics approval license- HEC19013.