Scholastic Difficulty: Scale Development and Implications for Future Research

Abstract

The present study is an attempt to develop a scale to measure Scholastic Difficulty among Pre-University college students. The students of II pre-university courses (PUC) were the real and objective source to identify different scholastic difficulties. So, 140 students of PUC were contacted. The information given by 140 students were pooled and the scholastic difficulties were identified. 68 different scholastic difficulties were adopted by the students. These difficulties were considered as scholastic difficulties. Each of the difficulty was expressed in a statement form. Initially, there were 68 statements, these items with “Always, Sometimes, Rarely and Never” alternatives were administered on 200 II PUC students (108 male and 92 female). The data of these students were subjected to percentage, correlation and t-test analysis. Finally, 66 items were included in the Scholastic Difficulty scale. Scholastic Difficulty scale consisting of 66 items with 5 alternative answers such as always, most of the times, sometime, rarely and never was administered on a random sample of 150 II PUC students to judge the reliability. The coefficient of split-half reliability was 0.93, which was significant at 0.01 level of significance. Test-retest reliability of scholastic difficulty scale was undertaken. The scale was administered on a sample of 35 students of I year B.H.Sc. twice with an interval of 10 days. The coefficient of test and retest scores was 0.800, which was significant at 0.00 level of significance.