SIMPLIFIED RESEARCH DIGEST

NAME: Asuncion, Don Jerod B. Score:_____________

I. INTRODUCTION

1. Given the topic, what The “gap or least explored in the research SCORE
area is the “gap” or article regarding Media Preferences That 3 pts.
least explored? Facilitate Interpersonal Communication
Regarding Sexual Health: Racial Differences
Among College-Aged Females was the specific
types of media that mostly influenced the: 1)
point of reference for sexual identity and
behavior, 2) association of sexual intentions and
behavior, and 3) exposure to sexual content of
the black female college students. Additionally,
there are only a handful of research studies on
the connection of communication systems and
interpersonal relationships in college females.
2. What is the study The researchers were investigating the different 3 pts.
investigating (research types of mass media and its connection/relation
problem? with interpersonal communication regarding
sex and HIV or AIDS among the race-classified
female college students.
3. List 3 information  Media has progressively become a
(bullet-style) in the perspective for sexual preference, 9 pts.
introduction that you identity, and behavior among young
find most people. (J. D. Brown et al., 2006; Council
relevant/important? on Communications and Media, 2010;
Strasburger & Council on
Communications and Media American
Academy of Pediatrics, 2010).
 As a result from findings, media
prevention interventions utilizing
effective communication techniques may
have the best potential for reducing HIV
frequency (Horner et al., 2008; Jones &
Lacroix, 2012; Major & Coleman, 2012;
Medina & Rios, 2011; Romer et al., 2009;
Sznitman, Stanton, et al., 2011; Sznitman,
Vanable, et al., 2011).
 National information dependably reports
sexual orientation and race as
determinants of higher occurrence rates,
morbidity, and mortality related to HIV
and AIDS (CDC, 2013).
II. METHOD
4. What are the important
specifics of the tool?
5. In your own words, The data was gathered through:
how was the data
gathered?
(List the summarized
process in bullet-style)
6. How was the data The information from the survey were
analyzed or transferred from the Ultimate Survey software
 Demographic questionnaire 5 pts
 AIDS Risk Knowledge Test
 Parent and Peer Influence Scale
 Parent-Adolescent Communication Scale
 Partner Communication Scale (PCS)
 Sex and AIDS Communication Measure
 Ultimate Survey software
 Tailored Design Method
 Statistical Analysis System (SAS)
 T tests
 Chi-square tests
 Spearman (ranked) correlation
coefficients
 General linear models
 Two-sided p value
10 pts.
 Employing 766 samples of 18-24-year-old
female college students from a 4-year
public University in Southeast.
 Merging different instruments
(demographic questionnaire, AIDS Risk
Knowledge Test, Parent and Peer
Influence Scale, Parent-Adolescent
Communication Scale, Partner
Communication Scale (PCS), and the Sex
and AIDS Communication Measure) for
the study.
 Engaging these instruments in an
electronic format-ready-survey.
 Getting Institutional Review Board (IRB)
approval.
 Applying Ultimate Survey software
which is a password-protected online
survey program for making and revising
the survey.
 Getting the email addresses of the target
population in the Registrar’s Office.
 Distributing e-recruitment messages and
survey link to the target population via e-
mail to the recipients.
 Applying the Tailored Design Method for
maximum response assurance (Diliman,
2006).
5 pts.
 interpreted? and examined by the Statistical Analysis System
(SAS). A secret key secured on committed
computer was used on the data framework, to
assure confidentiality with data entry,
management, and analysis (Chandler, Evans,
Kip, & Mallard, 2013).
III. FINDINGS (IF QUALI) RESULTS (IF QUANTI) If the research article you chose has more
than 1 research problem, just focus on the first question.
7. Based on the research SIMPLIFIED FINDINGS/RESULTS
problem identified, Finding 1: 5 pts
what is/are the Black students resulted with higher
finding/s (result/s) and communication mean scores along with their
important explanation partners (7.6 vs. 5.9, p = .002) and leaning
and corroboration? towards higher trend of communication mean
scores with their parents (4.0 vs. 3.1, p = .07;
Table 3) as compared to White students. On the
other hand, White students showed that they
are being affected more by peers as compared
to Black students. On the contrary, the HIV
knowledge mean score and perceived risk for
HIV/AIDS were not clear in nature statistically by
race (Chandler et al, 2013)
15 pts
a. Important Explanation: (for
 In Media Exposure and explanation)
Communication:
 Chandler et al, 2013 mentions
that, viewing to the extent of
communication with parents,
the strongest correlation of
White students was for those
who recorded higher number
of hours per week being
exposed to magazines (R S = .
15, p = .0003).
 The similar result was also
found for Black students (R S
= .17). But, Black students
recorded higher levels of
exposure to Black
Entertainment Television
(BET; R S = .18, p = .07) and
radio (R S = .24, p = .02) also
recorded more
communication with their
parents (Chandler et al, 2013).
 There is a profound statistical
interaction (p = .0003) in
 which Blacks exposed to more
hours of radio per week
recorded further
communication with their
parents, unlike White students
(Chandler et al, 2013).
 When it comes to
communication with partners,
Chandler et al, 2013 says that
hours of Internet exposure
per day was completely
related with communication
among White students (R S = .
14,
p = .003; Table 4b).
Contradictory results were
indicated in Black students (R
S = −.14, p = .25), which lead a
statistically significant
interaction effect (p = .02).
 Another opposing finding
with respect to
communication with one’s
partner was a positive
correlation for hours of
reading per day among Whites
(R S = .11, p = .02) and a
negative correlation among
Blacks (R S = −.15, p = .22; for
interaction p = .009)
(Chandler et al, 2013).

 In Media Content and Exposure:

 Looking at the exposure of
information on sexual
behavior and risk of HIV/AIDS,
Chandler et al, 2013 says that,
relationships with parent
communication were
consistently positive yet small
among White students (R S 15 pts.
range = .11-.20). (for
 Chandler et al, 2013 revealed corroboration)
that, the relations between
exposure to information on
sexual behavior and risk of
HIV/AIDS with parent
communication were
 consistently positive and
somehow stronger among
Black students (R S range = .
16-.33).
 A contrasting pattern of
relationship was found for
partner communication.
Precisely, exposure to
information on sexual
behavior and risk of HIV/AIDS
was consistently positively
connected with partner
communication scores among
White students (R S range = .
14-.40). Relatively, there was
extremely no association
among Black students for
exposure to information on
sexual behavior and risk of
HIV/AIDS and extent of
partner communication
(Chandler et al, 2013).
 In Differential Association of Radio
Exposure:
 According to Chandler et al,
2013, the result of radio
exposure on extent of parent
and partner communication
appeared to be different
profoundly by race.
Respectively, higher levels of
communication of Black
students were observed with
their parents than White
students when having more
radio exposure, particularly,
sheer number of hours per
week and items about IV drug
use and condoms.
 In 2013, Chandler et al
highlights that white students
had higher levels of
communication with their
partners in contrast to Black
students when receiving more
radio information about
HIV/AIDS and IV drug use.
 b. Corroboration:
 The Kaiser Family Foundation’s 2011
survey of Americans on HIV/AIDS
reveals that media is the public’s
number 1 source of information
about HIV (KFF, 2011).
 As stated in this report, “six in ten
Americans say most of what they
know about HIV/AIDS are from the
media, putting it ahead of other
sources like school, doctors, friends
and family.” Consequently, it says
that media is the top platform for
information for youth and older
adults alike. (KFF, 2011).
 Seeing that media is a thought-
provoking resource for information
about sexual health and HIV, the
findings of KFF’s study in 2011
reinforces the claim that message
delivery is still relevant to
interpersonal dialogue about sexual
activity and it’s risks.
IV. CONCLUSION
8. Write one important Apparent health risk indicates to be low, while 5 pts.
conclusion. familiarity and knowledge about HIV/AIDS is
high in adolescent and young adult populations
regardless of race (Lim, Hellard, Aitken, &
Hocking, 2007). Thus in total, regardless of
race, all college women, generally have several
basic knowledge about HIV transmission.
However, these women may find it difficult in
trying to exercise or apply their knowledge into
safe sex practices or activities.