In line with the technological development, students have been shifting their learning styles. For instance, in the past, learners learned through the printed materials but in the 21st century, students are learning through the electronic materials using wireless internet technology which has been taken place for quite some time in higher education. However, students’ satisfaction in using technological services found to be underutilized for their learning purpose in higher education. In doing so, the objective of this study is to validate the technology satisfaction scale for measuring students’ satisfaction in using wireless internet for their learning purposes in higher education. To validate the technology satisfaction scale, a total of 568 students were collected from two comprehensive public universities, namely, Jiaxing University in China and International Islamic University Malaysia (IIUM) in Malaysia. During the data collection, students were involved with five colleges (Foreign Language Studies, Business, Education, Biology and Chemistry, and Mathematics and Engineering) of Jiaxing University and five major faculties (Education, Human Sciences, Engineering, Information and Communication Technology, and Economics & Management Sciences) of IIUM. The technology satisfaction scale’s reliability and validity were conducted through a Rasch analysis using Winsteps version 3.94. The results of Rasch analysis confirmed that the items and persons reliability were .99 and .88, respectively. Similarly, the items and persons separation were 10.12 and 2.68, respectively. The item polarity map demonstrated that point measure correlations between all the items were greater than .27. Item fit order exemplified that the majority of items were within the range of INFIT and OUTFIT Mean square (MNSQ) statistics. The findings also indicated that the technology satisfaction scale found to be valid for assessing students’ satisfaction in using wireless internet facility for their learning purpose in the dissimilar contexts, which could be applied by the future researchers, practitioners and academicians in higher education. Copyright © 2017 The Education University of Hong Kong.
|Publication status||Published - Nov 2017|