Study skills of undergraduate public health students during post COVID-19 new normal: Validity and reliability of SSAQ-CCHU instrument

Cua Ngoc Le; Charuai Suwanbamrung; Nirachon Chutipattana; Wanvisa Saisanan Na Ayudhaya; Md. Atiar Rahman; Nateelak Kooltheat; Mayuna Srisuphanunt

doi:10.63332/joph.v4i3.3068

Authors

Cua Ngoc Le School of Public Health, Walailak University, Nakhon Si Thammarat 80160, Thailand, Excellent Center for Public Health Research, Walailak University, Nakhon Si Thammarat 80160, Thailand
Charuai Suwanbamrung School of Public Health, Walailak University, Nakhon Si Thammarat 80160, Thailand, Excellent Center for Public Health Research, Walailak University, Nakhon Si Thammarat 80160, Thailand
Nirachon Chutipattana School of Public Health, Walailak University, Nakhon Si Thammarat 80160, Thailand.Excellent Center for Public Health Research, Walailak University, Nakhon Si Thammarat 80160, Thailand
Wanvisa Saisanan Na Ayudhaya School of Public Health, Walailak University, Nakhon Si Thammarat 80160, Thailand. Excellent Center for Public Health Research, Walailak University, Nakhon Si Thammarat 80160, Thailand
Md. Atiar Rahman Department of Biochemistry and Molecular Biology, University of Chittagong, Chittagong 4331, Bangladesh
Nateelak Kooltheat School of Allied Health Sciences, Walailak University, Nakhon Si Thammarat 80160, Thailand, Hematology and Transfusion Science Research Center, Walailak University, Nakhon Si Thammarat 80160, Thailand
Mayuna Srisuphanunt Excellent Center for Public Health Research, Walailak University, Nakhon Si Thammarat 80160, Thailand, Faculty of Medicine, Western University, Pathum Thani 12150, Thailand

DOI:

https://doi.org/10.63332/joph.v4i3.3068

Keywords:

Study skills, validity, post-COVID-19 new normal, confirmatory factor analysis, recovery strategies, pandemic recovery

Abstract

In the evolving post-COVID-19 educational landscape, this study developed and validated the SSAQ-CCHU, a study skills assessment scale for public health students. Using a cross-sectional design, 302 students participated in exploratory factor analysis (EFA) and 135 in confirmatory factor analysis (CFA). The final scale, comprising three constructs—motivation and attitude, test strategy and comprehension, and processing information—demonstrated strong model fit (χ²/df = 2.45, CFI = 0.92, RMSEA = 0.05) and high internal consistency (Cronbach’s α = 0.88). Significant differences were found in “Processing information” skills across majors (p = 0.016) and in “Motivation and attitude” between genders (p = 0.01). These findings affirm the scale’s validity and reliability, providing a practical tool for educators and policymakers to assess and enhance student study skills in diverse learning environments.