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or irrelevance. Scotts’ Agreement Coefficient was calculated for each of the items and was
found to be about 0.80 which indicates a high degree of validity.

6.4 Questionnaire reliability:
Reliability was estimated by using the splithalf method. Items were divided into
oddandeven numbered items after obtaining scores for each individual. Pearson’s correlation
coefficient was found to be about 0.88 which is considered a high correlation indicator. In
addition, the SpearmanBrown prediction formula was used to correct the effect of splitting.
The correlation coefficient was found to be about 0.90 which indicates that the questionnaire
items have a high degree of internal consistency (Lindquist, 1998).
6.5 Questionnaire Development:
The questionnaire was developed after reviewing the related literature and revising
the previous studies on the challenges, difficulties, and problems of e-learning within the
Saudi Arabian students particularly those of AlJaber, 2018; AlJuda, 2017; AlAsmari and Khan,
2014; AlFuraidi 2013; AlMegren and Yassin, 2013; AlTameem, 2013; AlEnezi , 2012;
AlKhalaf , 2012; and AlGahtani, 2011. The format of the questionnaire was designed
according to the guidelines outlined by Brown (2001), Vandergrift et al. (2006), and Dornyei
and Taguchi (2009).
The final version of questionnaire (Appendix 1) included the following fifteen items:
(1) Using e-learning system at the university; (2) Attending e-learning classes regularly; (3)
Using e-learning as an autonomous learning tool; (4) Engaging in e-learning courses
regularly; (5) Enhancing learning skills through e-learning; (6) Finding academic resources in
the library and online; (7) Collaborating one’s own e-learning tasks; (8) Dealing with e-
learning designs or projects; (9) Building one’s own e-learning prototypes; (10) Starting
discussion forums through e-learning; (11) Accessing online study tools like Quizlet or
GoConqr; (12) Completing e-learning assignments on time; (13) Performing quizzes and tests
through e-learning; (14) Communicating with instructors via eearning; and (15)
Communicating with other learners through e-learning.
The questionnaire is rated on a Likert 4point scale where the score of 1 was given for
“unchallenging”; 2 for “less challenging”; 3 for “challenging”; and 4 for “more challenging”.
5.6 Administration of Questionnaire:

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