Should We Be Concerned About Nonresponse Bias in College Student Surveys? Evidence of Bias from a Validation Study

Standish, Trey; Umbach, Paul D.

doi:10.1007/s11162-018-9530-2

Cited by 12 publications

(7 citation statements)

References 16 publications

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“…The second point is that with a total 694 students and records on 4,043 subjects we overcome the use of small student samples (Cortright et al, 2011;Kelly, 2012;2016;O'Sullivan et al, 2015;) which may generate a bias of sample size, conditioning in some cases the generalization of the results. Third, using recorded behavioural data, instead of self-reported data to measure attendance, avoids the discrepancies between self-reported data and actual data in the assessment of absenteeism and performance (Barrett et al, 2007;Kelly, 2012) and the serious threat regarding validity, memory bias and social desirability (Porter, 2011;Standish & Umbach, 2019), although this limitation has been overcome in previous studies using electronic attendance measures (Newman-Ford et al, 2008). Finally, but no less relevant, having recorded data on all students, we collect information on absent students, who otherwise would not participate.…”

Section: Discussionmentioning

confidence: 99%

“…The result of this study contributes to a better understanding of the effect of absenteeism on academic performance through the years of a university degree; additionally it fills a perceived research gap by providing information about students' behavioural responses to compulsory attendance policies and these findings may be helpful in improving the academic performance of college students. Finally, this study overcomes one of the main limitations of previous literature, where most studies have uses self-reported data to measure attendance (Standish & Umbach 2019).…”

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confidence: 92%

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Impact of absenteeism on academic performance under compulsory attendance policies in first to fifth year university students

Suárez¹,

Crespo‐Tejero²

2021

Rev. complut. educ

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Since the implementation of the European Higher Education Area, universities have been obliged to implement continuous assessment systems that require a high degree of attendance by students. Using recorded data, from year 1 to year 5, of 694 students of a European university, where attendance is mandatory, the main objective of this research is to analyse to what extent absenteeism affects performance across the years of degree study. The investigation found a decreasing effect. In addition, a cluster analysis was done to find out if the compulsory attendance policy impacts all students equally. Three different behavioural styles were found: those who attend regularly, students who manage their number of absences to comply with attendance rules, who are the real targets the policy, and a third group with a high number of absences not affected by the policy. These findings identify the groups of students who benefit most from adequate attendance.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 92%

Impact of absenteeism on academic performance under compulsory attendance policies in first to fifth year university students

Suárez¹,

Crespo‐Tejero²

2021

Rev. complut. educ

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“…As both the numerator and denominator depend on response propensity, it is still the case that higher response rates do not necessarily equate with lower nonresponse bias. For examples of studies that have found correlations between respondent characteristics and response propensity in postsecondary student surveys see Standish and Umbach ().…”

Section: Nonresponse Biasmentioning

confidence: 99%

Nonresponse Bias in Sample Surveys

Kinney

Cooney

2019

New Drctns for Instit Rsrch

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Nonresponse is an increasing problem in sample surveys and student surveys are no exception. When nonrespondents differ from respondents in meaningful ways, respondents may not be representative of the population. Hence, analyses of survey data may be biased and not generalizable to the population. In this chapter we provide an overview of nonresponse bias and discuss how to assess the potential for bias in survey results and steps that can be taken to address bias during and after data collection. An example bias analysis is provided.

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“…Some research indicates that undergraduate student respondents might be qualitatively different from nonrespondents on dimensions that may be of interest to researchers. For example, females, students with high GPAs, traditional students, and students with fewer semesters of enrollment are more likely to respond to surveys (Standish and Umbach 2019). As a result, the experiences of some groups, such as males or the unengaged, may be hidden from view when they differ from likely survey respondents, resulting in a biased understanding of the survey topic.…”

Section: Introductionmentioning

confidence: 99%

‘You’re Not My Friend’: Communication Style, Sponsor Salience, and Gender in Recruitment Messaging

Woronkowicz¹,

Hale²,

Talley³

et al. 2020

Surv Pract

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Amidst declining response rates, low-cost methods to decrease nonresponse and reduce nonresponse bias are a priority for survey research, especially for research targeting younger and college-aged populations who typically have lower response rates. While web surveys have grown more popular due to the high rate of Internet penetration for younger populations and the low cost of administration, this mode typically results in even lower response rates than other modes. Research suggests that features of the email invitation can enhance survey salience and response rates. In this study, we conduct a split-ballot randomized web survey to determine the effect of tone in the email invitation on nonresponse for an undergraduate student population. We find that an informal tone in the survey invitation results in a significantly lower response rate for males, but not for females.

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Should We Be Concerned About Nonresponse Bias in College Student Surveys? Evidence of Bias from a Validation Study

Cited by 12 publications

References 16 publications

Impact of absenteeism on academic performance under compulsory attendance policies in first to fifth year university students

Impact of absenteeism on academic performance under compulsory attendance policies in first to fifth year university students

Nonresponse Bias in Sample Surveys

‘You’re Not My Friend’: Communication Style, Sponsor Salience, and Gender in Recruitment Messaging

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