PS300 Unit 10 Distracted Crossing Research Report Example

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An observation of 412 pedestrians and a survey of 146 adults are combined in this PS300 Unit 10 research report on phone use while crossing in downtown Spokane. About 29 percent of observed pedestrians used a phone at the curb, phone users looked toward traffic less often, 31 against 58 percent, and in the survey, frequent users recalled close calls at more than double the rate of other respondents. The introduction draws on Hyman, Nasar and Troyer, and Thompson, the discussion credits converging methods, a section explains why both methods were needed, and future research proposes a simulated crossing. Purdue Global PS 300, Research Methods I, closes this BS in Psychology course with the report.

CoursePS300 Research Methods I
UnitUnit 10
Paper typeResearch report
LengthAbout 1,090 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramBS in Psychology
UpdatedOctober 2026

Free sample paper for PS300 Unit 10

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Phones at the Curb: A PS300 Unit 10 Research Report on Distracted Crossing in Downtown Spokane

[Student Name]

Purdue University Global

PS300: Research Methods I

Unit 10 Research Report

[Instructor Name]

[Date]

The observation, the survey, every figure and the observers are composite; the published studies cited are real.

What this part is doingSummarizing both methods and the limit of the conclusion in the lead shows the report integrates its parts.
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Introduction

Pedestrians who use phones while walking may notice less of their surroundings. A clown riding a unicycle across a campus square went unseen by most walkers who were on phone calls, far more often than by walkers without phones (Hyman et al., 2010). Emergency department records showed phone-related pedestrian injuries rising relative to all pedestrian injuries through 2010 (Nasar & Troyer, 2013). An observation of 1,102 pedestrians in Seattle found that nearly 30 percent were distracted while crossing and that texting pedestrians were more likely to cross unsafely (Thompson et al., 2013).

This project asked two questions at a busy intersection in downtown Spokane: how common is phone use while crossing, and is it associated with less careful crossing and with near misses? It used two methods with different strengths, an observation of actual behavior and a survey of experiences an observer cannot see.

Method

Observation. Four weekday hours, drawn at random over two weeks, were spent at the northeast corner of the Division Street crossing, where two trained observers coded people as they left the curb. Each pedestrian was coded at the moment of stepping off the curb for phone use, head turn toward traffic, signal compliance and a broad age estimate. Both observers coded the first 80 pedestrians to assess agreement. One pedestrian in immediate danger was warned and excluded.

Survey. A twelve-item anonymous survey asked about phone use while walking and crossing in the past seven days, near misses in the past 30 days and beliefs about risk. Items were piloted with five adults and revised. Recruitment ran through neighborhood online groups and printed notices near the corner, yielding 146 usable questionnaires.

One method watched what people did; the other asked what had happened to them; both pointed the same way.

Results

Observation. Agreement between observers was high, with Cohen's kappa of 0.82 for phone use (Landis & Koch, 1977). Phones were in use at the curb for 118 of the 412 pedestrians, 28.6 percent, more often among those estimated under 30, 34 percent, than among older pedestrians, 23 percent. Phone users turned toward traffic before crossing in 31 percent of cases, compared with 58 percent of others, and crossed against the signal in 14 percent against 9 percent.

Survey. Forty-two percent of respondents reported frequent phone use while crossing in the past week. Among these frequent users, 51.6 percent reported a near miss in the past month, compared with 21.4 percent of other respondents, χ²(1, N = 146) = 14.43, p < .001, φ = .31. Eighty-one percent of all respondents, and 74 percent of frequent users, agreed that phone use while crossing makes them less safe.

What this part is doingReporting both sets of results with their statistics lets the discussion draw on numbers a reader can check.
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Why Combine Methods

Each method answered a question the other could not. The observation measured behavior directly, without relying on anyone's memory, but it saw each pedestrian for only a few seconds and could not learn anything about their history. The survey reached into the past month and into beliefs, but it depended on what respondents remembered and were willing to report. Where the two agree, a finding is more convincing than either alone; where they differ, as on the rate of phone use, the difference itself is informative, pointing to sampling and definitions as things to check in a future study.

What this part is doingExplaining what each method contributes justifies the mixed design rather than simply reporting it.
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Discussion

Both methods found that phone use while crossing was common and associated with less careful behavior or more close calls. The observation's 29 percent closely matches the Seattle finding, and the lower rate of looking among phone users fits the idea that phones draw attention away from traffic. The survey adds that people who often use phones while crossing recall more near misses, and that most of them know the habit is risky.

Neither method can show that phone use causes unsafe crossing. Younger pedestrians used phones more, and age, hurry or general risk-taking could explain part of the differences. The observation's two-group age estimate was too rough to adjust for age properly. Survey responses depend on memory and honesty, and the convenience sample may overrepresent frequent downtown walkers. Cozby and Bates (2020) describe agreement between methods with different weaknesses as stronger evidence than either method alone, and that is the main strength of this project.

The gap between knowledge and behavior in the survey has practical implications. If most frequent users already believe phone use while crossing is unsafe, warning campaigns may change little. Changes to the environment, such as longer walk signals or curb markings at eye level for people looking down, may do more. Several cities have experimented with lights embedded in the pavement at crossings, placed where a pedestrian looking at a phone would see them; this project cannot evaluate such measures, but its findings suggest why they might be worth testing.

Limitations

The observation covered one intersection, one corner and daylight weekday hours; after the first 80 pedestrians a single observer did all the coding, so drift could not be checked; and one dangerous event was excluded. The survey used a convenience sample with self-reported measures. Neither method could separate the effect of the phone from other characteristics of the people using it.

Ethics

The observation recorded only public behavior and collected no identifying information, and observers were instructed to warn anyone in immediate danger. The survey was anonymous and voluntary, with a consent statement and the option to skip questions. Both designs were judged minimal risk in light of the APA Ethics Code (American Psychological Association, 2017).

Recommendations for Future Research

Three improvements would strengthen a follow-up study. Observing several intersections at different times of day, including evenings, would test whether the pattern holds beyond one corner in daylight. Keeping two observers throughout, rather than only for the reliability sample, would protect against coding drift. And a simulated crossing in which participants are randomly assigned to text or not, using a virtual environment that keeps them safe, would test the causal question that this project could not answer.

Conclusion

At this intersection, phone use while crossing was common and went with less careful crossing and more close calls. A study that randomly assigned phone use in a safe, simulated crossing, as recommended above, would be needed to test whether the phone itself causes the difference.

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References

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code

Cozby, P. C., & Bates, S. C. (2020). Methods in behavioral research (14th ed.). McGraw-Hill Education.

Hyman, I. E., Jr., Boss, S. M., Wise, B. M., McKenzie, K. E., & Caggiano, J. M. (2010). Did you see the unicycling clown? Inattentional blindness while walking and talking on a cell phone. Applied Cognitive Psychology, 24(5), 597-607. https://doi.org/10.1002/acp.1638

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310

Nasar, J. L., & Troyer, D. (2013). Pedestrian injuries due to mobile phone use in public places. Accident Analysis & Prevention, 57, 91-95. https://doi.org/10.1016/j.aap.2013.03.021

Thompson, L. L., Rivara, F. P., Ayyagari, R. C., & Ebel, B. E. (2013). Impact of social and technological distraction on pedestrian crossing behaviour: An observational study. Injury Prevention, 19(4), 232-237. https://doi.org/10.1136/injuryprev-2012-040601

What the PS300 Unit 10 assignment asks for

PS300 often closes with an APA-style research report that brings question, literature, methods, results and ethics together. Write an introduction that reviews relevant research and states your questions. Describe each method concisely, including sampling, measures and reliability. Report results for each method with the statistics already computed, rewritten for the report rather than pasted. In the discussion, interpret the findings together, relate them to the literature, address what the designs cannot show and draw careful implications. Include limitations, ethics and recommendations for future research. Keep every figure consistent with your earlier analyses. Cite all sources in APA style, and make sure the report reads as one paper rather than a set of earlier assignments.

Inside the PS300 Unit 10 example

The report opens with three published studies and two questions. Method summarizes four random weekday hours at the Division Street corner and the recruited online survey, under a highlighted line that one method watched and the other asked. Results give kappa, the observation rates and comparisons, then the survey's frequent use, near-miss rates and chi-square with phi. A section explains why combining methods mattered. The discussion relates findings to the Seattle study, names alternative explanations and suggests environmental changes such as in-pavement lights. Limitations, ethics, future research with a simulated crossing and a short conclusion follow. Each section was rewritten for the report rather than pasted, and every figure matches the earlier analyses.

Where the points sit in the PS300 Unit 10 rubric

Research reports are graded on integration, accuracy and APA structure. Instructors look for an introduction that motivates the questions with research, methods described clearly enough to evaluate, results reported with correct statistics and a discussion that interprets the findings together. Consistency between the report and earlier analyses is checked. Acknowledging what the designs cannot show, with specific alternative explanations, earns credit. Limitations and ethics should reflect the actual project. Recommendations for future research that address those limits show forward thinking. Correct APA formatting of sections, statistics and references completes the report. A discussion that explains why the two methods' estimates differ, not just that they do, stands out.

PS300 Unit 10 help from the desk

The most frequent weakness assembles earlier unit papers without rewriting them, producing repetition and inconsistent numbers. Another is a discussion that restates results without interpreting them or relating them to research. Students often slip into causal claims in the conclusion after avoiding them earlier. Ethics and limitations are sometimes dropped to save space. Future research sections tend to say more research is needed without saying what kind. Before submitting, check each number against your earlier analyses, read the discussion for any causal verb, confirm that limitations and ethics appear, and name a specific study design that would answer your remaining question. Those checks make the report read as one coherent paper.

Get a PS300 Unit 10 example written to your instructions

Send your project materials and the instructions with the rubric. A custom report integrates your observation and survey into an APA-style paper. The first one is free and comes back within 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

More PS300 papers and BS in Psychology samples

PS300 Unit 10 questions, answered

What sections does an APA research report have?

Usually introduction, method, results and discussion, with references.

Should the report include limitations?

Yes, in the discussion.

Can the report combine two methods?

Yes; combining observation and survey can strengthen conclusions.

Where can I find a free PS300 Unit 10 sample paper?

The complete PS300 Unit 10 report is on this page, combining a composite crosswalk observation and survey into an APA-style research report.

What future study does the PS300 Unit 10 sample recommend?

A simulated crossing in which participants are randomly assigned to text or not, testing the causal question safely.