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Why is sample size and sampling method particularly important in descriptive research?

Why is sample size and sampling method particularly important in descriptive research?

Ciccarelli: Psychology_5 (5th Edition)
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
Problem 1TY
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  1. Why is sample size and sampling method particularly important in descriptive research?
Purpose: Researchers? from Taiwan are interested describing the pre-teen's motivations for using the Internet. The researchers were also interested in gender differences. Sample: The researchers randomly selected 10 schools in Taiwan. Then, they randomly selected one 5th grade and one 6h class from each of those schools. There were 634 surveys administered. There were 629 completed and returned surveys. Survey: The survey had two parts (relevant for this exercise). • Questions asking about the amount of time they spent on the internet per week and accessibility of computers. They also included questions about age and gender. • The survey asked questions about motivation, where they were to rate the following statements on a scale from 1(strongly disagree) to 5 (strongly agree). 1. I use the Internet because the content is interesting. 2. I use the Internet because it has become a habit for me. 3. I use the Internet because my parents or teachers ask me to search for information. 4. I use the Internet for killing time. 5. I use the Internet for learning new things. 6. I use the Internet because it enables me to escape loneliness and have the company of others. 7. I use the Internet because my parents use it. 8. I use the Internet for finding subjects to talk about with my friends. 9. I use the Internet for approaching my idols (to chat with and e-mailing them, or searching for news about idols). 10.1 use the Internet because I have nothing else to do. Results: Sophisticated statistical analysis showed that the motivation questionnaire measured three broad motivations: INFORMATION ACQUISITION, SOCIABILITY, and AVOIDING BOREDOM. Below are the summary of their results: Table 1 Table 2: Mean Ratings Вoys 3.63 2.73 2.61 %Вoys %Girls Girls Information Sociability Boredom 3.66 2.69 2.44 Time on Internet < 1 hr 1-5 hrs 5-10 hrs 10+ hrs 47.5 39.5 41.2 8.6 10.7 38.7 8.9 5.0 Internet Access Home 73.5 78.4 School Public Library Other 11.0 2.9 12.6 14.2 3.2 4.2
Transcribed Image Text:Purpose: Researchers? from Taiwan are interested describing the pre-teen's motivations for using the Internet. The researchers were also interested in gender differences. Sample: The researchers randomly selected 10 schools in Taiwan. Then, they randomly selected one 5th grade and one 6h class from each of those schools. There were 634 surveys administered. There were 629 completed and returned surveys. Survey: The survey had two parts (relevant for this exercise). • Questions asking about the amount of time they spent on the internet per week and accessibility of computers. They also included questions about age and gender. • The survey asked questions about motivation, where they were to rate the following statements on a scale from 1(strongly disagree) to 5 (strongly agree). 1. I use the Internet because the content is interesting. 2. I use the Internet because it has become a habit for me. 3. I use the Internet because my parents or teachers ask me to search for information. 4. I use the Internet for killing time. 5. I use the Internet for learning new things. 6. I use the Internet because it enables me to escape loneliness and have the company of others. 7. I use the Internet because my parents use it. 8. I use the Internet for finding subjects to talk about with my friends. 9. I use the Internet for approaching my idols (to chat with and e-mailing them, or searching for news about idols). 10.1 use the Internet because I have nothing else to do. Results: Sophisticated statistical analysis showed that the motivation questionnaire measured three broad motivations: INFORMATION ACQUISITION, SOCIABILITY, and AVOIDING BOREDOM. Below are the summary of their results: Table 1 Table 2: Mean Ratings Вoys 3.63 2.73 2.61 %Вoys %Girls Girls Information Sociability Boredom 3.66 2.69 2.44 Time on Internet < 1 hr 1-5 hrs 5-10 hrs 10+ hrs 47.5 39.5 41.2 8.6 10.7 38.7 8.9 5.0 Internet Access Home 73.5 78.4 School Public Library Other 11.0 2.9 12.6 14.2 3.2 4.2
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