Ensuring the reliability of content validity form for education, linguistics, and social sciences
Article Sidebar
Main Article Content
Abstract
An effective and reliable content validity form encompasses numerous important components, such as quantitative measures and qualitative notes. It must capture the concept or field being explored, offering a distinct description and scope. This paper employs a mixed-methods study approach that combines a quantitative reliability investigation with qualitative professional authentication by subjecting the newly developed content validity form to face validation conducted by specialists in the fields of education, linguistics, social sciences, philosophy, and anthropology at the site of interest. Leveraging the online Cronbach’s alpha calculator, Kruskal-Wallis test, Shapiro-Wilk normality test, and Fleiss’ kappa to determine the agreement reliability of collected data, this paper confirms that content validity forms are indispensable tools for guaranteeing research excellence across the fields of education, dialectology, social sciences, philosophy, and anthropology. The recognized components – lucidity, bearing, inclusiveness, and alignment – determine both applicability and discipline-particular variations. Reliability examination vouches that well-developed forms produce reliable outcomes, while professional authentication highlights the position of iterative improvement and multidisciplinary partnership. These discoveries offer a robust basis for developing effective and dependable instruments, supporting laborious research and evaluation practices in varied academic arenas. Researchers now recommend that the newly developed tool be used within the identified disciplines to maximize its benefits in field research.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
Anchunda, H. Y., & Kaewurai, W. (2025). An instructional model development based on inquiry-based and problem-based approaches to enhance prospective teachers’ teamwork and collaborative problem-solving competence. Social Sciences & Humanities Open, 11, 101480. https://doi.org/10.1016/j.ssaho.2025.101480
Anjum, G., & Aziz, M. (2024). Advancing equity in cross-cultural psychology: Embracing diverse epistemologies and fostering collaborative practices. Frontiers in Psychology, 15, 1368663. https://doi.org/10.3389/fpsyg.2024.1368663
Aslan, M., Sağtaş, S., & Özkaynar, K. (2025). Metaverse Perception Scale Development and Validation. Sage Open, 15(2). https://doi.org/10.1177/21582440251329126
Bingham, A. J. (2023). From Data Management to Actionable Findings: A Five-Phase Process of Qualitative Data Analysis. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231183620
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Frontiers in Public Health, 6, 366616. https://doi.org/10.3389/fpubh.2018.00149
Braßler, M. (2025). Interdisciplinary learning for corporate social responsibility and sustainability across business and psychology. Discover Sustainability, 6, 1109. https://doi.org/10.1007/s43621-025-02078-9
Carmines, E. G., & Zeller, R. A. (1979). Validity. In Validity (pp. 17-27). SAGE Publications, Inc., https://doi.org/10.4135/9781412985642.n2
Dalawi, I., Isa, M. R., Chen, X. W., Azhar, Z. I., & Aimran, N. (2023). Development of the Malay Language of understanding, attitude, practice and health literacy questionnaire on COVID-19 (MUAPHQ C-19): content validity & face validity analysis. BMC public health, 23(1), 1131. https://doi.org/10.1186/s12889-023-16044-5
Elangovan, N., & Sundaravel, E. (2020). Method of preparing a document for survey instrument validation by experts. MethodsX, 8, 101326. https://doi.org/10.1016/j.mex.2021.101326
Gierus, B., Du, T., Maduforo, A. N., Gilbert, B., & Koh, K. (2025). Prevalence and Quality of Mixed Methods Research in Educational Subdisciplines: A Systematic Review. SAGE Open. https://doi.org/10.1177/21582440251335171
Govindasamy, P., Cumming, T. M., & Abdullah, N. (2024). Validity and reliability of a needs analysis questionnaire for the development of a creativity module. Journal of Research in Special Educational Needs, 24(3), 637-652. https://doi.org/10.1111/1471-3802.12659
Gupta, S., Grover, S., Menon, V., Indu, P. V., Vidhukumar, K., & Chacko, D. (2025). Item generation and establishing face and content validity of a rating scale: A primer. Indian Journal of Psychiatry, 67(8), 816-822. https://doi.org/10.4103/indianjpsychiatry_750_25
Hartelt, T., & Martens, H. (2025). Development and validation of an instrument measuring students’ self-efficacy regarding explaining evolutionary changes. Journal of Biological Education, 1-35. https://doi.org/10.1080/00219266.2025.2546795
Herzog, C. (2025). Relational & culture-sensitive AI innovation. Journal of Responsible Technology, 23, 100135. https://doi.org/10.1016/j.jrt.2025.100135
Khatri, P., Shukla, S., Thomas, A., Shiva, A., & Behl, A. (2024). Towards work life fulfilment: Scale development and validation. Journal of Business Research, 186, 115006. https://doi.org/10.1016/j.jbusres.2024.115006
Klein, J. T. (2020). Sustainability and Collaboration: Crossdisciplinary and Cross-Sector Horizons. Sustainability, 12(4). https://doi.org/10.3390/su12041515
Leixnering, S., Jancsary, D. C., Ayrault, J., Gehman, J., Gray, B., Linnenluecke, M. K., Meyer, R. E., & Pavez, I. (2026). Collaboration for Tackling Grand Challenges: A Curated Conversation. Journal of Management Inquiry. https://doi.org/10.1177/10564926251330828
Lim, W. M. (2025). Theory and theory development: Guidelines for establishing theoretical gaps, foundations, contributions, and implications. Journal of Business Research, 202, 115745. https://doi.org/10.1016/j.jbusres.2025.115745
Maleki, A., Khodabakhshzadeh, H., Zeraatpishe, M., & Baghaei, P. (2025). Development and validation of the online formative assessment validity scale (OFAVS) in EFL contexts. Discover Sustainability, 6, 471. https://doi.org/10.1007/s43621-025-01336-0
Masuwai, A., Zulkifli, H., & Hamzah, M. I. (2024). Evaluation of content validity and face validity of secondary school Islamic education teacher self-assessment instrument. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2308410
Moktar, A., Alias, B. S., & Mohamad Arsad, N. (2025). Leading Change: Validating an Instrument to Measure Action Research Culture and Teacher Quality in Malaysian Schools. Pegem Journal of Education and Instruction, 15(4), 32-44. https://www.pegegog.net/index.php/pegegog/article/view/4159
Mollman, S., Muckle, T. J., & Martinez, M. (2024). Intentional Learning Theory: Validating Its Measurement. SAGE Open, 14(1). https://doi.org/10.1177/21582440241232745
Nyarugwe, S. P., & Jespersen, L. (2024). Assessing reliability and validity of food safety culture assessment tools. Heliyon, 10(12), e32226-e32226. https://doi.org/10.1016/j.heliyon.2024.e32226
Osborn, L. J., Garvey, L., Adama, E., & Bhowmik, J. (2025). Development and validation of the Competence Assessment Insights Survey for Australian Registered Nurses (CAISA-RN). Collegian, 32(6), 436-448. https://doi.org/10.1016/j.colegn.2025.09.006
Patrick, D. L., Burke, L. B., Gwaltney, C. J., Leidy, N. K., Martin, M. L., Molsen, E., & Ring, L. (2011). Content Validity – Establishing and Reporting the Evidence in Newly Developed Patient-Reported Outcomes (PRO) Instruments for Medical Product Evaluation: ISPOR PRO Good Research Practices Task Force Report: Part 1 – Eliciting Concepts for a New PRO Instrument. Value in Health, 14(8), 967-977. https://doi.org/10.1016/j.jval.2011.06.014
Plengkham, B., Rattanasak, S., & Sukserm, P. (2025). 6Ps Guidelines for Constructing an English Questionnaire for a Survey in Social Science Research. Journal of Education and Learning, 14(3), 212-220. https://doi.org/10.5539/jel.v14n3p212
Ramezani, S. G., & Mostafavi, Z. S. (2025). Developing and validating a comprehensive scale for accreditation standards and quality assurance in e-learning institutions. Education and Information Technologies, 30, 21139-21187. https://doi.org/10.1007/s10639-025-13587-5
Rodríguez-Rojas, M. P., Ramírez-Segura, A. M., Valenzuela-Mora, P., Dampuré, J., & Munévar, F. R. (2024). Critical Thinking Evaluation Scale: Design and Validation in a Colombian Population. SAGE Open, 14(4). https://doi.org/10.1177/21582440241297418
Schutte, B. G., Bayram, D., Vennix, J., & van der Veen, J. (2025). Exploring the implementation of challenge-based learning for sustainability education in Dutch secondary education: teachers’ experiences. Environmental Education Research, 31(6), 1166-1192. https://doi.org/10.1080/13504622.2025.2458723
Shrotryia, V. K., & Dhanda, U. (2019). Content Validity of Assessment Instrument for Employee Engagement. Sage Open, 9(1). https://doi.org/10.1177/2158244018821751
Tay, L., & Jebb, A. T. (2018). Establishing Construct Continua in Construct Validation: The Process of Continuum Specification. Advances in Methods and Practices in Psychological Science, 1(3), 375-388. https://doi.org/10.1177/2515245918775707
Uddin, M. M. (2025). A philosophical inquiry into knowledge and originality to investigate the prevailing criticism of ChatGPT et al. Discover Education, 4, 414. https://doi.org/10.1007/s44217-025-00805-y