Comparison of NSSE Data Obtained via Computer Versus Mobile Devices

Q4 Social Sciences

Journal of Assessment and Institutional Effectiveness Pub Date : 2020-04-01 DOI:10.5325/jasseinsteffe.10.1-2.0061

Jihee Hwang, Felix Wao

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引用次数: 0

Abstract

abstract:Institutional surveys are an important means for assessing student learning experiences and outcomes in higher education. With the widespread ownership of smartphones and tablets, a growing number of students use mobile devices to complete institutional surveys. Using National Survey of Student Engagement data collected at a large four-year research university, this study examines how survey response patterns and data quality are different between computer (i.e., laptop, desktop) and mobile device responses. The findings indicate that mobile respondents are likely to take a longer time to complete the survey and have higher item nonresponse rates. In examining engagement indicator subscales, first-year students who used mobile devices reported significantly lower internal consistency reliability of all measures in academic challenges compared to computer respondents. Additionally, controlling for student demographics and precollege traits, the adjusted means of academic challenges and supportive environment subscales were significantly lower for mobile device respondents from first-year students.

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通过计算机和移动设备获得的NSSE数据的比较

院校调查是评估高等教育学生学习经历和成果的重要手段。随着智能手机和平板电脑的普及，越来越多的学生使用移动设备完成机构调查。本研究利用从一所大型四年制研究型大学收集的全国学生参与度调查数据，研究了计算机(即笔记本电脑、台式机)和移动设备的调查响应模式和数据质量的差异。调查结果表明，移动受访者可能需要更长的时间来完成调查，并且有更高的项目无回复率。在检查敬业度指标子量表时，使用移动设备的一年级学生报告的所有学术挑战测量的内部一致性可靠性明显低于使用电脑的受访者。此外，在控制学生人口统计学和大学前特征后，一年级学生的学业挑战和支持性环境子量表的调整均值显著低于一年级学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Assessment and Institutional Effectiveness Social Sciences-Education

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.