Consuming Qualitative Research Panel Survey Design

1. Consuming Qualitative ResearchPanel Survey Design Chen, S. Y., & Fu Y. C. (2009). Internet use and academic achievement: Gender differences in early adolescence. Adolescence, 44(176), 797-812. _________________________________ Group D: Mirae Grant Renee Kirkland Karen Schubert Roxanne Sylvester Walden University Designing and Assessing Learning Experience EDUC 8103 1

2. Introduction Descriptive Survey Research: Has applications in quantitative and qualitative methods Helps to quantify participants “perceptions, attitudes or skills” Normally identifies one or more research question Samples are used from the population to generalize findings Generally utilizes pre-established instruments 2

3. Panel Survey Studies: Advantages: Follows the same group/sample Conducts research over time Panel data useful in answering questions on dynamics of change Predicts long-term or cumulative effects Panel Survey Studies: Disadvantages: Difficulty in securing the sample High mortality rate due to length of study Can hurt the internal validity of the design Vulnerable to testing threat Vulnerable to instrumentation threat

4. Design Type & Rationale • Chen and Fu (2009) used the panel survey to study the effects that Internet use had on Taiwanese middle school students’ academic achievement. They also looked at whether that effect was gender related, usage related, and the correlation between the two. • Conducted an exhaustive literature review in order to identify the best hypotheses for the survey. • The panel survey was the appropriate design as Chen & Fu wanted to examine longitudinal data from the same group to not only answer questions on the dynamics of change, but to predict the long-term effects of Internet usage on adolescents. 4

5. Measures Dependent Variable: The self-reported test score on the high school entrance exam Independent Variables: “All independent variables were taken from the student’s survey in the 8th grade” (Chen & Fu, 2009, p. 802). Control Variables: Class ranking, gender, and parents’ education

6. Ethical Considerations • The following are ethical considerations for panel surveys: • Researchers need informed consent from the parents if the study participants are children. • Researchers need to debrief participants at conclusion of study if the purpose of study is not fully disclosed at inception. • For the study by Chen and Fu (2009): • Participation was voluntary • No harm was done to the participants • Benefits outweighed the harm (as there was no harm done) 6

7. Descriptive Statistics Statistical Table: Summary of Variables (Chen & Fu, 2009, p. 803)

8. Inferential Statistics • Chen and Fu (2009) used three inferential statistical tools to test their findings: • The Chi-square (which tests nominal data) to test the differences between male and female computer use. • The Pearson correlation was used after the Chi-square identify the intercorrelations among the variables. • Most importantly, regression analyses examined how respondents’ academic achievement in the 9th grade varied on the patterns of Internet use in the 8th (while controlling for background variables and academic achievement in the 8th grade) (Chen & Fu, 2009, p. 803). 8

9. Summarizing Results “When all background variables were consistent, the frequency of Internet use alone was a non-significant factor in predicting student performance” (Chen & Fu, 2009, p. 806). Findings confirmed Hypotheses 1a, 1b, and 1c: “Spending time on the Internet per se had no definite implication for students’ academic achievement, but the types of online activities indeed played a key role” (Chen & Fu, 2009, p. 806). Findings confirmed Hypothesis 2: “Students who went to Internet Café’s consistently scored lower on the high school entrance exam…” (Chen & Fu, 2009, p. 806). 9

10. Validating Results Chen and Fu (2009) incorporated rigorous statistical controls for validity (checking for truth and accuracy) directly into their study. The study’s results are generally consistent with previous studies, which helps validate the measures. Generalizability was an issue because of the specific nature of the sample. Because of the strict adherence to, and the complexity of the variables tested, the causality could be determined and verified. The panel survey was an effective design for this survey as the longitudinal nature was imperative in collecting the data and verifying the results. 10

11. Synthesizing Results To account for known gender differences between academic achievement and Internet use, the full sample was split by gender and further analyses was done to synthesize the results. The research was well-designed and well-planned. Chen and Fu set out to validate their hypotheses and their findings supported both positive and negative correlations for their hypotheses. If time and money weren’t considerations, the sample could have been expanded – the test scores between 8th and 9th grade are a really narrow test of academic achievement. 11

12. Conclusion Gender differences in online activities are substantial among Taiwanese adolescents. Boys tend to not only average more time using the Internet, they use the Internet more for gaming and frequent Internet Café’s more than girls, which negatively correlates with academic achievement. Adding parental controls helps to mitigate, but not erase these negative effects for boys. More studies need to be done across genders and cultures to determine if these test results are true in all cultures. 12

13. References Chen, S. Y., & Fu Y. C. (2009). Internet use and academic achievement: Gender differences in early adolescence. Adolescence, 44(176), 797-812. Lodico, M., Spaulding, D., & Voegtle, K. (2006). Methods in educational research: From theory to practice. San Francisco, CA: Jossey-Bass. Panel Survey. (n.d.). Retrieved from http://www.socialresearchmethods.net/tutorial/ Cho2/panel_adv.html 13