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ERIC Number: EJ872024
Record Type: Journal
Publication Date: 2010
Pages: 31
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-0735-6331
Differential Effects of Web-Based and Paper-Based Administration of Questionnaire Research Instruments in Authentic Contexts-of-Use
Hardre, Patricia L.; Crowson, H. Michael; Xie, Kui
Journal of Educational Computing Research, v42 n1 p103-133 2010
Questionnaire instruments are routinely translated to digital administration systems; however, few studies have compared the differential effects of these administrative methods, and fewer yet in authentic contexts-of-use. In this study, 326 university students were randomly assigned to one of two administration conditions, paper-based (PBA) or web-based (WBA), and given a set of questionnaires. Instructions were to complete the instruments in an environment of their choice, and data included reporting context characteristics. Outcomes of interest included data quality and participant affect--WBA showing a slightly higher percent of data loss and lower overall time to complete; PBA producing higher overall mean scores across measures, greater variability in responses, and higher positive affect for responding. Administration methods showed no difference on internal consistency of subscales, positive-response bias, or strength of interscale correlations. Contexts-of-use included involvement in television viewing, conversation, and other activities, raising questions about the accuracy and independence of survey responses completed in independently-chosen, uncontrolled contexts. The qualitative data demonstrated longer responses in WBA than PBA, but little difference in type and clarity of responses. (Contains 3 tables and 5 footnotes.)
Baywood Publishing Company, Inc. 26 Austin Avenue, P.O. Box 337, Amityville, NY 11701. Tel: 800-638-7819; Tel: 631-691-1270; Fax: 631-691-1770; e-mail: info@baywood.com; Web site: http://baywood.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A