The original version of SEEQ contains the scale of the 10th category other than the earlier 9 dimensions which is
the criteria of the subjects/students. However, it is an additional scale (subscale) of the subject’s or the student’s
background factor and it is not considered to be included in the evaluation of education (Al-Hinai, 2011).
Therefore, this analysis does not include the 10th category as it is out of the context of this study. Moreover, the
scale was formed specifically for the subjects in higher education, not for the secondary level which is the focus
of this study.
4. Research Methodology
Problem statement has mentioned the selection of SEEQ as the instrument for evaluation and control of the
Arabic Language education in Malaysia. Thus, the purpose of this research is to evaluate the use of SEEQ in the
context of Malaysian education. This research covers the validity and reliability of SEEQ based upon the
collected local data. Hence, the Confirmatory Factor Analysis (CFA) is implemented. Harrington (2009)
suggested that’…CFA can be used to examine whether the original structure of the measure works well in the
new population’. In this research, CFA is used with the assistance of Analysis Of Moment Structure (AMOS)
version 18. To test the internal consistency, Cronbach’s alpha is used for various scaled instruments such as
SEEQ by using SPSS software. The evaluation of the usability of SEEQ in CFA is implemented based on fit
indices such as CMIN/df, CFI, GFI, AGFI and RMSEA readings. This study used the following analytical
readings as proposed by Hair, Black, Babin, and Anderson (2010):