| Course | PS300 Research Methods I |
|---|---|
| Unit | Unit 9 |
| Paper type | Survey results analysis |
| Length | About 550 words, 4 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Psychology |
| Updated | October 2026 |
Free sample paper for PS300 Unit 9
Near Misses and Frequent Phone Users: A PS300 Unit 9 Survey Results Analysis
[Student Name]
Purdue University Global
PS300: Research Methods I
Unit 9 Survey Results Analysis
[Instructor Name]
[Date]
The respondents and every figure are composite; the statistical sources cited are real.
Sample
The survey received 152 responses over three weeks; six were incomplete and were removed, leaving 146. Placing the near-miss questions late in the survey, as recommended for sensitive items, may have helped keep the completion rate high (Dillman et al., 2014). Respondents ranged from 18 to over 65, with 58 percent under 35, and 71 percent reported walking downtown at least three days a week. Because respondents found the survey through neighborhood online posts and cafe flyers, the sample is a convenience sample and may overrepresent younger, frequent downtown walkers.
Descriptive Results
Phone use while crossing was common. Sixty-two respondents, 42 percent, reported reading, texting or using apps while crossing a street "often" or "almost every time" in the past seven days; they are called frequent users here. The rest, 84, reported doing so "never," "rarely" or "sometimes."
Fifty respondents, 34 percent, reported at least one near miss in the past 30 days, defined as stopping suddenly or a vehicle braking or swerving while they were walking and using a phone.
Risk perception was high across the sample. Asked whether using a phone while crossing makes them less safe, 81 percent agreed or strongly agreed, including 74 percent of frequent users.
Three in four frequent users agreed the habit was unsafe and did it anyway.
Testing the Association
The key question was whether frequent users were more likely to report near misses. Among frequent users, 32 of 62, or 51.6 percent, reported a near miss; among others, 18 of 84, or 21.4 percent. The chi-square test indicated that a gap this large would rarely arise by chance alone, χ²(1, N = 146) = 14.43, p < .001. The phi coefficient, a measure of effect size for a two-by-two table, was .31, which Cohen (1988) would describe as a medium effect.
Interpretation
Frequent phone use while crossing was associated with more self-reported near misses. Two cautions apply. First, the design cannot show cause: people who use phones while crossing may also walk in busier areas or cross more often, which would raise their near-miss risk regardless of the phone. Second, both variables are self-reported, so a respondent who recalls near misses vividly might also overestimate how often they use a phone, or the reverse.
The high level of agreement that phone use is unsafe, even among frequent users, suggests a gap between knowledge and behavior. That gap matters for prevention: campaigns that only inform people of the risk may not change behavior that people already know is risky.
Comparison With the Observation
The observation found 29 percent of pedestrians using phones at the curb; 42 percent of survey respondents reported frequent use while crossing. The difference may reflect the convenience sample, different definitions, an observation that captured one moment rather than a week, or both. Cozby and Bates (2020) note that combining methods is valuable precisely because each has different sources of error, and here the two agree on the direction of the finding while differing on its size.
References
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Cozby, P. C., & Bates, S. C. (2020). Methods in behavioral research (14th ed.). McGraw-Hill Education.
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th ed.). Wiley.
The Purdue Global PS300 Unit 9 instructions
PS300's ninth unit commonly asks you to analyze and interpret survey results with basic statistics. Describe the sample first, including how many responses were removed and why, and who the sample may overrepresent. Report descriptive results with counts and percentages. Choose a statistical test that fits your variables, such as chi-square for two categorical variables, and report it in APA format with an effect size. Interpret what the result means in plain language and what it does not mean, especially regarding cause and self-report. Compare survey results with other data you collected, explaining any differences. Cite the sources for your test and effect size interpretation, and keep the interpretation proportional to the strength of the evidence.
Inside the PS300 Unit 9 example
The analysis describes 152 responses reduced to 146, the age and downtown-walking profile and the convenience sample. Descriptives report frequent use at 42 percent, near misses at 34 percent and agreement that phone use is unsafe, under a highlighted line that three in four frequent users agreed and did it anyway. The test section gives near-miss rates for the two groups, the chi-square result and phi, interpreted with Cohen's benchmarks. Interpretation names busier routes and self-report as alternative explanations and draws a prevention lesson from the knowledge gap. The close compares the survey's 42 percent with the observation's 29 percent, citing Cozby and Bates on methods with different errors.
Where the points sit in the PS300 Unit 9 rubric
Survey analyses are graded on correct statistics and proportionate interpretation. Instructors look for a sample described honestly, descriptives with counts, a test that fits the variables and results reported in APA format with an effect size. Plain-language interpretation that explains what the numbers mean, and what they cannot show, earns substantial credit. Recognizing the limits of self-report and of a convenience sample demonstrates methodological awareness. Comparing results with the observation shows integration across the project. Practical implications drawn carefully from the findings add value. Accurate citations for statistical conventions and methods sources complete the analysis. Saying what the effect size means for a real pedestrian, not only for a test, shows understanding.
PS300 Unit 9 help: mistakes that cost points
The most common slip reports a p value without an effect size, leaving the strength of the association unclear. Another is interpreting a significant result as proof of cause. Students often choose a test that does not fit their variables, such as a t test for two categories. Descriptives sometimes appear as percentages only. Comparisons with other data are often skipped, even when they reveal something useful. Before submitting, check that your test matches your variable types, report the statistic, degrees of freedom, sample size, p value and effect size, add a sentence naming a conclusion the data cannot support and compare at least one figure with your other method.
Get a PS300 Unit 9 example written to your instructions
Send your data summary and the instructions with the rubric. A custom analysis reports descriptives and a test with plain-language interpretation. It comes back within 24-48h, and the first is free. 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.
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PS300 Unit 9 questions, answered
What is a chi-square test?
A test of whether two categorical variables are associated.
What does p less than .05 mean?
That a result this large would be unlikely if there were no association in the population.
Can a survey show cause?
Not by itself; it shows associations.
Where can I find a free PS300 Unit 9 sample paper?
This page holds the full PS300 Unit 9 analysis of a composite survey of 146 adults on phone use while walking and near misses.
How strong was the association in the PS300 Unit 9 sample?
Phi was .31, a medium effect, with frequent phone users reporting near misses more than twice as often as others.