The two variables of interest for this study are S1HRTV and X1SEX. In this case, the S1HRTV measures the hours spend in watching television or movie during a typical school day. On the other hand, the X1SEX measured the gender of a student. The unit of analysis here is a student who is currently studying. Considering the nature of the data for these two variables, the sex of the students (X1SEX) is measured with a nominal scale while the hours of watching TV is measured using an ordinal scale.
Ideally, sex of an individuals is descriptive, therefore, it means that the data cannot overlap for instance, the gender of a student may a female or a male and these two are mutually exclusive and cannot overlap (Bryman, 2016). On the other hand, the hours of watching TV are measured in an ordinal scale because it is easier to rank the students in order, depending on the hours consumed to watch the TV. It is easier to have the same student to be ranked differently on two separate periods such as days depending on the hours of watching recorded on these two separate days. Ranked ordinal data brings some sense of comparison (Bryman, 2016).
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The two variables selected here can be used to examine some of the social problems among teenagers such as attention in class, interaction with the other students, and aggression behaviors towards other students. Several researches have associated poor attention behaviors with watching TV, and the bottom line is that so many hours of watching TV contributes to heightened attention problems (Nathanson, Alade, Sharp, Rasmussen, and Christy, 2014). The two variables can assist in a social research that aims to explore attention among teenagers. X1SEX would offer a chance to examine how attention varies with gender while S1HRTV would assist in exploring the relationship of attention problems with the duration used by the participants to watch TV at their homes.
Assuming that a social study finds that the hours of watching TV significantly affects attention, while this varies across gender, this would imply that more stringent measures by parents are required over watching TVs at home (Natahanson et al. 2014). The teachers on the other side would need to come up with gender-appropriate approaches to assist students who have attention behaviors assuming that much influence is coming from longer hours of watching TVs.
References
Bryman, A. (2016). Social research methods . Oxford university press.
Nathanson, A. I., Aladé, F., Sharp, M. L., Rasmussen, E. E., & Christy, K. (2014). The relation between television exposure and executive function among preschoolers. Developmental psychology , 50 (5), 1497.
