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

This study aimed to explore and validate the dimensions of study skills among Thai public health students in the post-COVID-19 educational landscape, utilizing the enhanced SSAQ-CCHU scale. With the transition from online to in-person learning environments, understanding the nuances of study skills has become crucial. Our research focused on identifying latent factors of study skills, assessing the validity and reliability of the SSAQ-CCHU scale, and examining variations in study skills across different student demographics, including gender, age, majors, and academic years.
Data was collected from 437 undergraduate students enrolled in Environmental Health, Occupational Health and Safety, or Community Public Health programs at Walailak University, using a stratified sampling method to ensure a representative sample. This methodological approach allowed us to conduct both exploratory and confirmatory factor analyses to refine and validate the study skills model in the context of current educational challenges.
The research identified three key constructs of study skills: Motivation and Attitude, Test Strategy and Comprehension, and Processing Information. However, during the model refinement process, modifications were necessary to enhance the model's fit, including the removal of items and factors that did not meet specific statistical criteria. The final model, comprising three factors and a total of 10 items, demonstrated acceptable levels of variance estimates, suggesting a focused yet comprehensive framework for assessing crucial aspects of study skills.
These findings contribute significantly to the body of knowledge on study skills in a post-pandemic era, offering a validated tool for educators to assess and support students' learning strategies effectively. This research underscores the importance of adapting educational practices to meet the evolving needs of students, promoting a successful transition back to in-person learning environments. Future studies are encouraged to expand on this work, exploring the generalizability of the scale across different cultural and educational contexts and further refining the model to encompass a broader range of study skills.