AAQ- Phone Usage and Grades

Question 1: Article Analysis Question (AAQ)
Your response to the question should be provided in six parts: A, B, C, D, E, and F. Write the response to each part of the question in complete sentences. Use appropriate psychological terminology in your response.

Using the source provided, respond to all parts of the question.
(A)	Identify the research method used in the study.
(B)	State the operational definition of student grades
(C)	Describe the meaning of the differences in the means for the test scores of the low response and high response groups
(D)	Identify at least one ethical guideline applied by the researchers
(E)	Explain the extent to which the research findings may or may not be generalizable using specific and relevant evidence from the study.
(F)	Explain how at least one of the research findings supports or refutes the researchers’ hypothesis about cell phone usage in class and grades. 
(G)	Source

Introduction
This study examines the impact of cell phone use during class on students' grades. With the rise of mobile devices in educational settings, there's concern that using phones in class could distract students and hurt their academic performance. The research aims to understand how using cell phones in class relates to students' test scores, considering factors like GPA, gender, course level, and course length.

Participants
Two hundred and eighteen students from a Southeastern university participated in the study during the Fall 2013 and Spring 2014 semesters. They were enrolled in six different courses:
•	Introduction to Psychology, Fall: 22 females, 14 males (Average age = 18.7 years)
•	Infant and Child Development, Fall: 39 females, 3 males (Average age = 20.7 years)
•	Cross-cultural Psychology, Fall: 26 females, 3 males (Average age = 20.6 years)
•	Introduction to Psychology, Spring: 19 females, 13 males (Average age = 18.8 years)
•	Adolescent and Adult Development, Spring: 43 females, 7 males (Average age = 20.7 years)
•	Cross-cultural Psychology, Spring: 25 females, 4 males (Average age = 20.2 years)
Participants received extra credit for their involvement. All students who completed the course were included in the data.

Method
 Materials
The CPUse questionnaire was a half-page form with six items. Students rated their understanding and interest in class content, reported the frequency of cell phone use for activities like social media and internet browsing, and could write questions or comments. The university provided GPA scores, age, and class rank data.

Procedures
Courses were either 50 or 75 minutes long, mostly lecture-based with some discussion. The instructor gave out CPUse questionnaires near the end of each class, assuring students that their responses were confidential and wouldn't affect their grades. The instructor stressed the importance of using cell phones discreetly (below the desk) during the semester. Students filled out the questionnaires and signed their names for data entry and extra credit.

Statistical Analysis
Mixed-effects regression model analyses (MRMs) were used to analyze the data. A random coefficient linear mixed-effects model predicted test scores, considering class, test time, and their interaction as fixed effects. The analysis included student-specific intercepts and slopes, adjusting for GPA and gender. Additional models assessed the effects of course level and length.

Results and Discussions

Results
A total of 4,735 responses were obtained from 218 participants, with an average of 19.96 responses per student. After averaging responses within each pretest period, 826 observations were analyzed. The average in-class test score was 74.49%, and the mean GPA was 2.84. The mixed-effects model showed that the interaction between class and test time was significant. GPA significantly adjusted the model, while gender did not. Course level significantly predicted test scores, but course length did not. The focus was on the model that included class as a fixed variable due to the stronger relationship between class and test scores.

Conclusion
The study concludes that cell phone use during class does impact students' test scores, with significant variations across different classes and GPA levels. Gender did not significantly affect the outcomes, but the course level did. This suggests that the relationship between cell phone use and academic performance is complex and influenced by multiple factors. Further research is needed to explore specific types of cell phone use and their direct effects on learning and attention in classrooms.

Ethical Consideration
An important ethical consideration in this study is ensuring the confidentiality of students' responses. The instructor assured participants that their answers on the CPUse questionnaire would be confidential and not affect their grades. This assurance was crucial to encourage honest reporting of cell phone use without fear of repercussions, thereby ensuring the integrity and accuracy of the data collected.