A Cross-Sectional Study on the Association Between Screen Time
Exposure and Concentration Among Undergraduate University Students of
UERMMMCI
FEEDBACK
Page 1- Objectives
a. is this not communicating? to be consistent with items
nos. 1 to 4 (working, playing, surfing, etc)
b. you have not stated your objective of determining
average screentime exposure which should follow your
objective number 1
Page 2 – Hypothesis
a. Hypotheses are not supposed to be stated in question
form.There is no association between...
Page 5 – Methodology
a. will you not also put in as variable the onset of
exposure to gadget, and the average duration since
initiating gadget use?
Page 6- Schematic Diagram
a. if done like this, you will practically have no
respondents in the NO circle
b. there is a problem with your schematic diagramit
should be:factor (screentime VERY LOW, LOW, HIGH,
VERY HIGH)and then outcomelevel of concentration
(good/poor) and then you just have your other defining
variables like age, sex, screenbased activity, etc
Page 7 – Operationa Definition of Variables
a.are you considering these as independent variables?
RESPONSE
Yes, however we included photography as another
purpose of using smartphones/mobile phones. We
think that if we put communicating, we will neglect
the exposure of the subjects to screen when taking
photos or videos.
Yes, we will revise this.
Yes, we will revise this
Yes, we will revise this
Yes, we will revise this by mentioning a specific
duration of screen time exposure.
For example: Exposed to Gadgets >24 hours a week
Yes, we will revise this
We consider age, sex, and college courses as
independent variables since they can give factors on
the screen time exposure of the subjects.
Age – To see what age range are increased in
screen time exposure
Sex- Male and Female has different interests and
hobbies, of which is playing video games that may
provide increased screen time exposure for the
males and choosing of the females to sleep rather
than playing games thus the decrease tin heir screen
time exposure
College courses- different degrees require different
requirements that may involve usage of computers
and smartphones. For example, thesis writing and

b. assessed thru self-report? need to specify
this should be described
c. where is this questionnaire derived?
if adapted, permission to use? do you have it?
d. dont provide separate definition for gadgets. rather
include this in your definition for screentime
e. do you need to define this?
Page 8 – Exclusion Criteria
i dont think they will even students if they are
psychologically incapacitated. how will you assess this?
Page 8 – Sampling Design
so this is not random sampling; after stratification based
on number of enrolless, you will just give out to those
who are there at the time of data collection. is this
random sampling?
Page 10 – 2nd paragraph
will you be doing a pilot test of this questionnaire in the
same pilot population that you will run your
questionnaire on screentime exposure?
Page 10 – 3nd paragraph
basis for this? is this how the questionnaire was
interpreted by the authors?
reviewing.
Yes, we will revise and specify that it would be
assessed through self-report by answering the
questionnaires provided
Yes, we will include it in our screen time definition
We intend to define to inform the readers who are
the probable subjects and what college courses are
they into
We intend to assess them by asking if they have
been diagnosed of any of the mental disorders etc.
We also intend to change the wording of
“psychologically incapacitated” to clinically
diagnosed mental disorders.
Our group thinks that people clinically diagnosed
with mental disorders are still capable of being in
school. Example of which are students who has
bipolar disorder and/or clinical depression.
We agree with you, doc. We intend to change it into
purposive sampling method
Yes, we will be doing a pilot test of the questionnaire
to the students of UERM before semester ends
This has been lifted from our mother reference which
is Concentration Questionnaire from Psychological
Counselling Services of California State University,
Stanislaus
Perhaps, the reference was accidentally deleted
while it was being revised,
Page 11 – Qualitative Analysis
i am not getting why you have two sets of analysis
Page 13 – Table 4
i thought this is screentime exposure? why is the table
not compatible with the title?
Page 14- Table 5
this is not mentioned earlier.
Page 26 – Socio-demographic Characteristics
a. please see all the comments i made in the dummy
tables. take all those comments in consideration when
you revise this tool
b. prepare a coded version of this questionnaire to
ensure easy encoding at a later time. submit the revised
questionnaire in encoded format.
Page 28 – Screen Time Exposure
you may not be able to capture the actual screentime if
you do it this way. Why not ask them to fill out based on
the last 3 days activity? something like a food diary?
We intend to have two sets of analysis since the
variables being measured in qualitative are
categorical, thus having qualitative analysis aside
from the quantitative analysis
Yes, we will change the title of the table
We are sorry for this. We will add the confounding
variables to our definition
Yes, we will revise this
Yes, we will make a coded version of the
questionnaire
Yes, we agree with you, doc. However, we intend to
cover 2 weekends and 2 weekdays by giving the
questionnaire midweek (Wednesday) since their
exposure to screen is increased during weekends
than in weekdays.
Following the recording of the last 3 days activity, we
plan to give the questionnaire on a Tuesday and a
Friday, to include weekends and weekday,
respectively.