Use of design effects and sample weights in complex health survey data: a review of published articles using data from 3 commonly used adolescent health surveys.

OBJECTIVES: We assessed how frequently researchers reported the use of statistical techniques that take into account the complex sampling structure of survey data and sample weights in published peer-reviewed articles using data from 3 commonly used adolescent health surveys. METHODS: We performed a systematic review of 1003 published empirical research articles from 1995 to 2010 that used data from the National Longitudinal Study of Adolescent Health (n=765), Monitoring the Future (n=146), or Youth Risk Behavior Surveillance System (n=92) indexed in ERIC, PsycINFO, PubMed, and Web of Science. RESULTS: Across the data sources, 60% of articles reported accounting for design effects and 61% reported using sample weights. However, the frequency and clarity of reporting varied across databases, publication year, author affiliation with the data, and journal. CONCLUSIONS: Given the statistical bias that occurs when design effects of complex data are not incorporated or sample weights are omitted, this study calls for improvement in the dissemination of research findings based on complex sample data. Authors, editors, and reviewers need to work together to improve the transparency of published findings using complex sample data.

Reading ability and computer-related attitudes among African American graduate students.

This study examined the degree that African American graduate students' reading abilities predict their attitudes toward computers and the educational use of the Internet. A canonical correlation analysis revealed that students with the lowest levels of reading ability tended to report the least computer confidence, least positive attitudes regarding computer liking, and least positive attitudes toward the educational use of the Internet. Findings of the study provide support for the hypothesis that reading ability differentially impacts African American graduate students' computer-related attitudes. The findings also suggest that reading ability may impede African American students' acquisition of computer and Internet skills and may negatively impact their achievement levels in graduate courses requiring computer-based skills.