MEASURING ACCESS TO HIGHER EDUCATION: DEVELOPMENT AND VALIDATION OF SCALE

Haroon Bakari, Ahmed Imran Hunjra, Saman Atiq


DOI: http://dx.doi.org/10.22555/pbr.v19i3.1637

Abstract


The present study is an endeavor to develop and validate
Access to Higher Education Scale (AHES) by administering it in a
stratified sample of 51 predominantly third years’ bachelors program
students enrolled in newly established distant campuses in rural areas
of Sindh, Pakistan. Exploratory factor analysis was carried out to
analyze the data. This revealed good reliability and validity of scale
and identified a two factor model. The data were further used to
undertake confirmatory factor analysis. Results confirmed the
reliability and validity of the scale. This study also used three other
scales i.e. Teachers Support, Self-perceived Employability and
Psychological Wellbeing for the validity of AHES. Shorter versions of
these scales were confirmed through their adequate reliability and
validity. Scholars in education and human resource management field
can further use these scales to measure students’ outcome of graduate
employability and psychological wellbeing.


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