| Characteristic | Helped a lot | Helped somewhat | Hurt somewhat | Hurt a lot | Hasn’t made much difference |
|---|---|---|---|---|---|
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
| - | - | - | - | - | - |
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November 2012
United States
May 5-17, 2012
n = 650 teachers who know at least a little abotu their students' use of entertainemnt media outside of schoolwork
Online panel
The original question posed by the source was:
"Still thinking about the TV shows, music video games, texting, iPods, cell phone games, social networking sites, apps, computer programs, online videos, and websites your students use for fun, outside of schoolwork: For each of the following, please let me know whether, in your experience, your students’ entertainment media use has mainly helped their academic performance, mainly hurt their academic performance, or hasn’t made much difference one way or the other."
The source does not provide information regarding the percentage points missing to or exceeding 100 percent.
