Volume 13, Issue 6 (June 2026), Pages: 204-211

----------------------------------------------

 Original Research Paper

Development and psychometric validation of an instrument for online instructional effectiveness

 Author(s): 

Zuzette B. Catabona *

 Affiliation(s):

College of Nursing, Nueva Ecija University of Science and Technology, Cabanatuan City, Philippines

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0003-3713-4531

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.06.019

 Abstract

This study developed and validated the Student Rating of Online Teaching Effectiveness (STRAT OF OTE), a psychometric instrument designed to evaluate online teaching performance in nursing education in the Philippines. A methodological research design was used, involving 2,096 nursing students from Luzon, Visayas, and Mindanao. The instrument development process included item generation, expert validation using a modified Delphi technique, pilot testing, exploratory and confirmatory factor analyses, and psychometric evaluation. The findings resulted in a final 28-item scale with three factors: Active Learning, Instructor–Learner Connection, and Modern Teaching. The model fit indices demonstrated strong structural validity, while Cronbach’s alpha and composite reliability values showed high internal consistency. Convergent and discriminant validity were also confirmed, indicating the reliability and validity of the instrument. The STRAT OF OTE offers higher education institutions a reliable framework for assessing online teaching effectiveness and supports quality assurance, faculty development, and accreditation activities.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Online teaching effectiveness, Nursing education, Psychometric validation, Student evaluation, Higher education quality assurance

 Article history

Received 20 December 2025, Received in revised form 7 May 2026, Accepted 23 June 2026

 Acknowledgment

The author gratefully acknowledges Nueva Ecija University of Science and Technology (NEUST), particularly the College of Nursing, for its institutional support in conducting this study. 

 Compliance with ethical standards

 Ethical considerations

Ethical clearance was secured from an institutional review board. Participation was voluntary, with anonymity and confidentiality strictly observed. Data were stored in encrypted files and used solely for academic purposes. Respondents retained the right to withdraw at any point without penalty. The study adhered to principles of autonomy, beneficence, and non-maleficence to ensure the protection of participants. 

 Citation:

Catabona ZB (2026). Development and psychometric validation of an instrument for online instructional effectiveness. International Journal of Advanced and Applied Sciences, 13(6): 204-211

  Permanent Link to this page

---------------------------------------------- 

 References (29)

1. Abubakar U, Elnaem MH, Ahmed AM, Zaini S, Nahas ARF, and Shamsudin SH (2022). Impact of a ‘research in pharmacy’ course on students’ self-reported competence and confidence to conduct research: Findings from a Malaysian university. FIP Pharmacy Education, 22(1): 458-465. https://doi.org/10.46542/pe.2022.221.458465   [Google Scholar]
2. Alvarez-Sández D, Velázquez-Victorica K, Mungaray-Moctezuma A, and López-Guerrero A (2023). Administrative processes efficiency measurement in higher education institutions: A scoping review. Education Sciences, 13(9): 855. https://doi.org/10.3390/educsci13090855   [Google Scholar]
3. Brennan BA (2022). Psychometric evaluation of the clinical and simulation general self-efficacy scale. Nursing Education Perspectives, 44(2): 105-106. https://doi.org/10.1097/01.NEP.0000000000000979   [Google Scholar] PMid:35499935
4. Canlas IP and Gayas Perez M (2024). Undergraduate students’ perception of social media use: Opportunities and threats. Bulletin of Science, Technology & Society, 44(1-2): 44-56. https://doi.org/10.1177/02704676241242686   [Google Scholar]
5. Cara DC, Gamit AM, and Santos AR (2025). Developing a remediation tool to address learning gaps in numbers and number sense. International Journal of Advanced and Applied Sciences, 12(6): 169-181. https://doi.org/10.21833/ijaas.2025.06.016   [Google Scholar]
6. Chandrasiri NR and Weerakoon BS (2022). Online learning during the COVID-19 pandemic: Perceptions of allied health sciences undergraduates. Radiography, 28(2): 545-549. https://doi.org/10.1016/j.radi.2021.11.008   [Google Scholar] PMid:34893435 PMCid:PMC8649784
7. Díaz-Leyva T, Dávila-Ignacio C, Sanchez-Ayte J, Ortega-Galicio O, Olivares-Zegarra S, Alvarado-Bravo N, Trujillo-Perez S, Torres-Quiroz A, Razo-Quispe J, and Aldana-Trejo F (2022). The perception of engineering students toward teaching performance on online learning during COVID-19 pandemic. International Journal of Evaluation and Research in Education, 11(2): 744–752. https://doi.org/10.11591/ijere.v11i2.22072   [Google Scholar]
8. Farhangi MA, Khoshro S, Ahmady S, Sobouti B, Shekarchi B, and Kohan N (2024). Psychometric properties of the Persian version of student evaluation of online teaching effectiveness (SEOTE) questionnaire among medical sciences’ students. Journal of Iranian Medical Council, 7(2): 246-53. https://doi.org/10.18502/jimc.v7i2.15036   [Google Scholar]
9. Giesselbach L, Boettcher AM, and Sommer S (2023). Digital education in the therapeutic healthcare professions: Occupational therapy, physical therapy, and speech and language therapy: A scoping review. International Journal of Health Professions, 10(1): 105-116. https://doi.org/10.2478/ijhp-2023-0008   [Google Scholar]
10. Gong Y (2022). Traffic flow prediction and application of smart city based on Industry 4.0 and big data analysis. Mathematical Problems in Engineering, 2022: 5397861. https://doi.org/10.1155/2022/5397861   [Google Scholar]
11. Harrington J, Booth RG, and Jackson KT (2025). Large language models in nursing education: Concept analysis. JMIR Nursing, 8: e77948. https://doi.org/10.2196/77948   [Google Scholar] PMid:40845300 PMCid:PMC12373302
12. Holmström MR and Häggström M (2024). Symposium 2: Nurses’ experiences from a flexible online course in a higher education learning initiative. Proceedings of the International Conference on Networked Learning. https://doi.org/10.54337/nlc.v13.8571   [Google Scholar]
13. Johnsen HM, Nes AAG, and Haddeland K (2024). Experiences of using a digital guidance and assessment tool (the Technology-Optimized Practice Process in Nursing Application) during clinical practice in a nursing home: Focus group study among nursing students. JMIR Nursing, 7(1): e48810. https://doi.org/10.2196/48810   [Google Scholar] PMid:39255477 PMCid:PMC11422751
14. Ketel C and Abdoli S (2025). Resiliency in persons experiencing homelessness: A concept analysis using the evolutionary framework. Journal of Advanced Nursing, 81(2): 749-761. https://doi.org/10.1111/jan.16440   [Google Scholar] PMid:39253793 PMCid:PMC11730778
15. Kiegaldie D, Weerasekara I, and Shaw L (2023). Investigating the effects of intraprofessional learning in nursing education: Protocol for a longitudinal study. Nursing Reports, 13(2): 740-750. https://doi.org/10.3390/nursrep13020065   [Google Scholar] PMid:37092493 PMCid:PMC10123710
16. Lazzara J and Clinton-Lisell V (2024). Using social annotation to enhance student engagement in psychology courses. Scholarship of Teaching and Learning in Psychology, 10(4): 605-611. https://doi.org/10.1037/stl0000335   [Google Scholar]
17. Lee M and You M (2022). Direct and indirect associations of media use with COVID-19 vaccine hesitancy in South Korea: Cross-sectional web-based survey. Journal of Medical Internet Research, 24(1): e32329. https://doi.org/10.2196/32329   [Google Scholar] PMid:34870605 PMCid:PMC8734608
18. Ligita T (2022). Undergraduate nursing students’ experiences of online learning: Gaining access in resource-limited circumstances. Frontiers of Nursing, 9(1): 47-54. https://doi.org/10.2478/fon-2022-0006   [Google Scholar]
19. Listanto V, Ramadhan A, Firmansyah N, and Susanti BH (2023). Learners acceptance of u-KIT EDU as an educational application for robot building, coding, and controlling. Journal of Education Technology, 7(2): 279-288. https://doi.org/10.23887/jet.v7i2.58622   [Google Scholar]
20. McCutcheon K, O’Halloran P, and Lohan M (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial. International Journal of Nursing Studies, 82: 30-39. https://doi.org/10.1016/j.ijnurstu.2018.02.005   [Google Scholar] PMid:29574394
21. Salafi KA, Widianti E, and Praptiwi A (2023). Self-compassion among undergraduate nursing students at a state university in Indonesia during the COVID-19 pandemic. Revista Brasileira de Enfermagem, 76(4): e20220585. https://doi.org/10.1590/0034-7167-2022-0585   [Google Scholar] PMid:37820145 PMCid:PMC10561944
22. Subramanian V, Karthikeyan K, and Venkataram P (2022). A concept map based teaching of compiler design for undergraduate students. EAI Endorsed Transactions on e-Learning, 8(1): e4. https://doi.org/10.4108/eetel.v8i1.2550 [Google Scholar]
23. Sun X, Lu Y, Jian C, and Zhang H (2025). Cross-cultural adaptation and psychometric properties of the Chinese version of the Orthorexia Nervosa Inventory. Frontiers in Nutrition, 11: 1491544. https://doi.org/10.3389/fnut.2024.1491544   [Google Scholar] PMid:39916802 PMCid:PMC11798784
24. Suryadinata N, Eka NGA, Manik MJ, Puspitasari V, Marlina M, and Houghty GS (2024). Effectiveness of online interprofessional education-communication course during the COVID-19 pandemic. Heliyon, 10(4): e25764. https://doi.org/10.1016/j.heliyon.2024.e25764   [Google Scholar] PMid:38390133 PMCid:PMC10881520
25. Tolabing MCC, Co KCD, and Mamangon MAM (2022). Development and validation of a functional health literacy instrument in the Philippines. International Journal of Public Health, 11(4): 1157-1166. https://doi.org/10.11591/ijphs.v11i4.21755   [Google Scholar]
26. Torres AM (2023). Online teaching strategies: Lessons learned from the transition to virtual classroom. Asia-Pacific Journal of Convergent Research Interchange, 9(6): 619-628. https://doi.org/10.47116/apjcri.2023.06.48   [Google Scholar]
27. Vasilev Y, Vasileva P, Batova O, and Tsvetkova A (2024). Assessment of factors influencing educational effectiveness in higher educational institutions. Sustainability, 16(12): 4886. https://doi.org/10.3390/su16124886   [Google Scholar]
28. Xu R, Wu J, Jin X, Tang M, Pang C, Yang Z, and Yu H (2024). A survey of attitudes towards the curriculum for clinical medicine postgraduates pursuing professional master’s degrees: Perspectives of supervisors and students. Frontiers in Medicine, 11: 1488139. https://doi.org/10.3389/fmed.2024.1488139   [Google Scholar] PMid:39720652 PMCid:PMC11666361
29. Zamanzadeh V, Ghahramanian A, Rassouli M, Abbaszadeh A, Alavi-Majd H, and Nikanfar AR (2015). Design and implementation content validity study: Development of an instrument for measuring patient-centered communication. Journal of Caring Sciences, 4(2): 165-178. https://doi.org/10.15171/jcs.2015.017   [Google Scholar] PMid:26161370 PMCid:PMC4484991