Design and Psychometrics of a Questionnaire for Assessing the Performance of Faculty Members in Providing Virtual Education during the Covid-19 Pandemic

Abstract

Aim: Given the COVID-19 pandemic and the forced and immediate investment in providing virtual university education, it is essential to measure the performance of faculty members in this area. Accordingly, this study was conducted to design and Validity a questionnaire to assess the performance of faculty members in providing virtual training. Methods: A descriptive study of instrument making was performed on 161 members of the faculty of medical universities in 1400. Sampling was done in an accessible way and through a virtual link by sending an e-mail to professors' academic addresses in universities' education vice-chancellor systems. Formal validity, content validity (CVR, CVI), criterion validity (convergent and divergent), heuristic factor analysis, and reliability were measured by Cronbach's alpha method and halving. Descriptive statistics, Pearson correlation coefficient, Student t-test, and one-way analysis of variance were used to report the data. Results: The findings of this study indicate an acceptable formal (4.58-4.83), content (CVI=0.85, CVR=0.70), and criterion validity (P-Value<0.0001). The findings identified four factors, including incentive creation, participation and regulation, learning assessment, and professional skills, which together explained 65.18% of the common variance. The internal consistency of the questionnaire was calculated by Cronbach's alpha method of 0.897, and the Guttman coefficient in the halving method was calculated to be 0.873. Conclusion: Due to the acceptable validity and reliability of the questionnaire, this tool can be used for faculty members in providing virtual training by educational evaluation systems and researchers to measure the influential factors or improve professors' performance in providing virtual training.