Your SlideShare is downloading. ×
How to use spss
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

How to use spss

269
views

Published on

Published in: Technology, Sports

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
269
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
32
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. A Step-by-Step Guide to Analysis and Interpretotion Brian C. Cronk ll I L :,-
  • 2. ChoosingtheAppropriafeSfafistical lesf Ytrh.t b Yq I*l QraJoi? Dtfbsr h ProportdE Mo.s Tha 1 lnd€Fndont Varidl6 lldr Tho 2 L6Eb d li(bsxlq* Vdidb lhre Thsn 2 L€wls of Indop€nddtt Varisd€ f'bre Tha 'l Indopadqrl Vdbue '| Ind.Fddrt Vri*b fro.! Itn I l.doFfihnt Vdi.bb NOTE:Relevantsectionnumbersare giveninparentheses.Forinstance, '(6.9)"refersyouto Section6.9in Chapter6. I
  • 3. Notice SPSSis a registeredtrademarkof SPSS,Inc.Screenimages@by SPSS,Inc. andMicrosoftCorporation.Usedwith permission. Thisbookis not approvedor sponsoredby SPSS. "PyrczakPublishing"isanimprintof FredPyrczak,Publisher,A CaliforniaCorporation. Althoughtheauthorandpublisherhavemadeeveryefforttoensuretheaccuracyand completenessof informationcontainedin thisbook,weassumenoresponsibilityfor errors,inaccuracies,omissions,or anyinconsistencyherein.Any slightsof people, places,or organizationsareunintentional. ProjectDirector:MonicaLopez. ConsultingEditors:GeorgeBumrss,JoseL. Galvan,MatthewGiblin,DeborahM. Oh, JackPetit.andRichardRasor. Editdrialassistanceprovidedby CherylAlcorn,RandallR.Bruce,KarenM. Disner, BrendaKoplin,EricaSimmons,andSharonYoung. Coverdesignby RobertKiblerandLarryNichols. Printedin theUnitedStatesof AmericabyMalloy,Inc. Copyright@2008,2006,2004,2002,1999byFredPyrczak,Publisher.All rights reserved.No portionof thisbookmaybereproducedor transmittedin anyformorby any meanswithoutthepriorwrittenpermissionof thepublisher. rsBNl-884s85-79-5
  • 4. Tableof Contents IntroductiontotheFifthEdition What'sNew? Audience Organization SPSSVersions Availabilityof SPSS Conventions Screenshots PracticeExercises Acknowledgments'/ ChapterI GettingStarted Ll t.2 1.3 1.4 1.5 1.6 1.7 Chapter2 EnteringandModifyingData StartingSPSS EnteringData DefiningVariables LoadingandSavingDataFiles RunningYourFirstAnalysis ExaminingandPrintingOutputFiles Modi$ingDataFiles VariablesandDataRepresentation TransformationandSelectionof Data Chapter3 DescriptiveStatistics 3.1 3.2 3.3 3.4 3.5 Chapter4 GraphingData FrequencyDistributionsandpercentileRanksfor a singlevariable FrequencyDistributionsandpercentileRanksfor Multille variables Measuresof CentralTendencyandMeasuresof Dispersion foraSingleGroup Measuresof CentralTendencyandMeasuresof Dispersion for MultipleGroups StandardScores 4l 4l 43 45 49 2.1 ') ') v v v v vi vi vi vi vii vii I I I 2 5 6 8 ll ll t2 l7 t7 20 24 )7 29 29 29 3l 33 36 39 2l Chapter5 PredictionandAssociation 4.1 4.2 4.3 4.4 4.5 4.6 5.1 5.2 5.3 5.4 GraphingBasics TheNewSPSSChartBuilder BarCharts,PieCharts,andHistograms Scatterplots AdvancedBarCharts EditingSPSSGraphs PearsonCorrelation Coefficient SpearmanCorrelation Coefficient SimpleLinear Regression Multiple LinearRegression u,
  • 5. Chapter6 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 Chapter7 7.1 7.2 7.3 7.4 7.5 7.6 Chapter8 8.1 8.2 8.3 8.4 AppendixA AppendixB ParametricInferentialStatistics Reviewof BasicHypothesisTesting Single-Samplet Test Independent-SamplesI Test Paired-Samplest Test One-WayANOVA FactorialANOVA Repeated-MeasuresANOVA Mixed-DesignANOVA Analysisof Covariance MultivariateAnalysisof Variance(MANOVA) NonparametricInferentialStatistics Chi-SquareGoodnessof Fit Chi-SquareTestof Independence Mann-WhitneyUTest WilcoxonTest Kruskal-Wallis,F/Test FriedmanTest TestConstruction Item-TotalAnalysis Cronbach'sAlpha Test-RetestReliability Criterion-RelatedValidiw EffectSize PracticeExerciseDataSets PracticeDataSetI PracticeDataSet2 PracticeDataSet3 Glossary SampleDataFilesUsedin Text COINS.sav GRADES.sav HEIGHT.sav QUESTIONS.sav RACE.sav SAMPLE.sav SAT.sav OtherFiles Informationfor Usersof EarlierVersionsof SPSS GraphingDatawithSPSS13.0and14.0 53 53 )) 58 6l 65 69 72 75 79 8l 85 85 87 .90 93 95 97 99 99 100 l0l t02 103 r09 109 ll0 ll0 lt3AppendixC AppendixD AppendixE AppendixF tt7 n7 ll7 ll7 n7 l18 l18 lt8 lt8 l19 t2l tv
  • 6. ChapterI Section1.1 StartingSPSS ffi$t't**** ffi c rrnoitllttt (- lhoari{irgqrory r,Crcrt*rsrcq.,y urhgDd.b6.Wbrd (i lpanrnaridirgdataura f- Dml*ro* fe tf*E h lholifrra GettingStarted Startup proceduresfor SPSSwill differ slightly,dependingon the exactconfigurationof the machineon which it is installed.On most computers,you can start SPSSby clicking on Start, then clicking on Programs,then on SPSS. On many installations,therewill be an SPSSicon on the desktopthat you can double-clickto start theprogram. When SPSSis started,you may be pre- sentedwith the dialog box to the left, depending on theoptionsyour systemadministratorselected for your versionof the program.If you havethe dialog box, click Type in data and OK, which will presenta blankdata window.' If you were not presentedwith the dialog box to the left, SPSSshouldopenautomatically with a blankdata window. The data window and the output win- dow provide the basic interface for SPSS. A blankdata window is shownbelow. Section1.2 EnteringData One of the keys to success with SPSSis knowing how it stores and usesyour data.To illustratethe basicsof data entry with SPSS,we will useExample1.2.1. Example1.2.1 A surveywasgivento several students from four different classes (Tues/Thurs mom- ings, Tues/Thursafternoons, Mon/Wed/Fri mornings, and Mon/Wed/Fri afternoons). The students were asked r! *9*_r1_*9lt.:g H*n-g:fH"gxr__}rry".** rtlxlel&l *'.1rtlale| lgj'SlfilHl*lml sl el*l I ' Itemsthatappearin the glossaryarepresentedin bold. Italics areusedto indicatemenuitems.
  • 7. ChapterI GeningStarted whetheror not they were "morning people"and whetheror not they worked.This surveyalso askedfor their final gradein the class(100% being the highestgade possible).Theresponsesheetsfrom two studentsarepresentedbelow: ResponseSheetI ID: Dayof class: Classtime: Areyouamorningperson? Finalgradein class: Doyouworkoutsideschool? ResponseSheet2 ID: Dayof class: Classtime: Are you a morningperson? X Yes - No Finalgradein class: Dovouworkoutsideschool? 4593 MWF X TTh Morning X Aftemoon Yes X No 8s% Full-time Part{ime XNo l90l x MwF _ TTh X Morning - Afternoon 83% Full-time X Part-time No Our goal is to enterthe datafrom the two studentsinto SPSSfor usein future analyses.Thefirststepis to determinethevariablesthatneedto beentered.Any informa- tion thatcanvary amongparticipantsis a variablethatneedsto be considered.Example 1.2.2liststhevariableswewill use. Example1.2.2 ID Dayof class Classtime Morningperson Finalgrade Whetheror notthestudentworksoutsideschool In theSPSSdatawindow,columnsrepresentvariablesandrowsrepresentpartici- pants.Therefore,wewill becreatinga datafile with sixcolumns(variables)andtworows (students/participants). Section1.3 Defining Variables Beforewe canenteranydata,we mustfirst entersomebasicinformationabout eachvariableintoSPSS.Forinstance,variablesmustfirstbegivennamesthat: o beginwith aletter; o donotcontainaspace.
  • 8. ChapterI GettingStarted Thus, the variablename"Q7" is acceptable,while the variablename"7Q" is not. Similarly, the variable name "PRE_TEST" is acceptable,but the variable name "PRE TEST" is not. Capitalizationdoesnot matter,but variablenamesare capitalizedin this text to make it clear when we are referringto a variablename,even if the variable nameis not necessarilycapitalizedin screenshots. To definea variable.click on the VariableViewtabat thebottomofthemainscreen.ThiswillshowyoutheVari-@ able Viewwindow. To returnto theData Viewwindow. click on the Data View tab. Fb m u9* o*.*Trqll t!-.G q".E u?x !!p_Ip ,'lul*lEll r"l*l ulhl **l{,lrl EiliEltfil_sJelrl l .lt-*l*lr"$,c"x.l From the Variable Viewscreen,SPSSallows you to createandedit all of the vari- ablesin your datafile. Eachcolumn representssomepropertyof a variable,andeachrow representsa variable.All variablesmust be given a name.To do that, click on the first empty cell in the Name column and type a valid SPSSvariablename.The programwill thenfill in defaultvaluesfor mostof theotherproperties. Oneusefulfunctionof SPSSis theabilityto definevariableandvaluelabels.Vari- able labelsallow you to associatea descriptionwith eachvariable.Thesedescriptionscan describethevariablesthemselvesor thevaluesof thevariables. Value labelsallow you to associatea descriptionwith eachvalueof a variable.For example,for most procedures,SPSSrequiresnumericalvalues.Thus, for datasuchasthe day of the class(i.e., Mon/Wed/Fri and Tues/Thurs),we needto first code the valuesas numbers.We can assignthe numberI to Mon/Wed/Friand the number2to Tues/Thurs. To helpus keeptrackof thenumberswe haveassignedto thevalues,we usevaluelabels. To assignvaluelabels,click in the cell you want to assignvaluesto in the Values column.This will bring up a smallgraybutton(seeanow, below at left). Click on thatbut- ton to bring up theValue Labelsdialog box. When you enter a value label, you must click Add aftereachentry.This will J::::*.-,.Tl mOVe the value and itS associated label into the bottom section of the window. When all labels have been added, click OK to return to the Variable Viewwindow. iv*rl** --- v& 12 -Jil s*l !!+ | L.b.f ll6rhl|
  • 9. ChapterI GeningStarred In additionto namingandlabelingthevariable,you havetheoptionof definingthe variabletype.To do so,simply click on theType,Width,or Decimalscolumnsin the Vari- able Viewwindow. The defaultvalue is a numericfield that is eight digits wide with two decimalplacesdisplayed.If your dataaremorethaneightdigitsto the left of the decimal place,theywill be displayedin scientificnotation(e.g.,the number2,000,000,000will be displayedas2.00E+09).'SPSSmaintainsaccuracybeyondtwo decimalplaces,but all out- put will be roundedto two decimalplacesunlessotherwiseindicatedin the Decimals col- umn. In our example,we will beusingnumericvariableswith all of thedefaultvalues. Practice Exercise Createa datafile for the six variablesandtwo samplestudentspresentedin Exam- ple 1.2.1.Nameyour variables:ID, DAY, TIME, MORNING, GRADE, andWORK. You shouldcodeDAY as I : Mon/Wed/Fri,2 = Tues/Thurs.CodeTIME as I : morning,2 : afternoon.CodeMORNING as0 = No, I : Yes.CodeWORK as0: No, I : Part-Time,2 : Full-Time. Be sureyou entervalue labelsfor the different variables.Note that because valuelabelsarenot appropriatefor ID andGRADE, thesearenot coded.When done,your Variable Viewwindow shouldlook like thescreenshotbelow: J -rtrr,d r9"o'ldq${:ilpt"?- "*- .?-- {!,_q,ru.g Click on the Data Viewtab to openthe data-entryscreen.Enter datahorizontally, beginningwith the first student'sID number.Enterthecodefor eachvariablein theappro- priatecolumn;to entertheGRADE variablevalue,enterthestudent'sclassgrade. F.E*UaUar Qgtr Irrddn Anhna gnphr Ufrrs Hhdow E* *lgl dJl blblAl'ri-l-Etetmtototttrslglglqjglej ulFId't lr*lEl&lr6lglolrt' 2 Dependinguponyour versionof SPSS,it maybedisplayedas2.08 + 009.
  • 10. ChapterI GettingStarted - Thepreviousdatawindowcanbechangedto lookinsteadlike thescreenshotbe- l*.bv clickingontheValueLabelsicon(seeanow).In thiscase,thecellsdisplayvalue labelsratherthanthecorrespondingcodes.If datais enteredin thismode,it is notneces- saryto entercodes,asclickingthebuttonwhichappearsin eachcellasthecellis selected will presenta drop-downlist of thepredefinedlablis.You mayuseeithermethod,accord- ingtoyourpreference. : [[o|vrwl vrkQ!9try / *rn*to*u*J----.-- )1 Insteadof clicking the ValueLabels icon, you may optionallytogglebetweenviewsby clickingvalueLaiels under theViewmenu. Section1.4 Loading and SavingData Files Onceyou haveenteredyourdata,you will need to saveit with a uniquenamefor lateruseso thatyou canretrieveit whennecessary. LoadingandsavingSpSSdatafilesworksin the sameway asmostWindows-basedsoftware.Underthe File menu, there are Open, Save, and Save As commands.SPSSdata files have a .,.sav" extension. which is addedby defaultto the end of the filename. ThistellsWindowsthatthefileisanSpSSdatafile. SaveYourData When you saveyour datafile (by clicking File, thenclicking Saveor SaveAs to specifya uniquename),pay specialattentionto whereyou saveit. trrtistsystemsdefaultto the.location<c:programfilesspss>.You will probablywant to saveyour dataon a floppy disk,cD-R, or removableUSB drive sothatyou cantaie the file withvou. ,t ,t1 r ti il 'i. I rlii |: H- Load YourData When you load your data (by clicking File, then clicking Open,thenData, or by clicking theopenfile folder icon),you get a similarwindow.This window listsall files with the ".sav" extension.If you havetroublelocatingyour saved file, make sure you are looking in theright directory. tu l{il Ddr lrm#m Anrfrrr Cr6l! D{l lriifqffi
  • 11. ChapterI GeningStarted PracticeExercise To be surethatyou havemasteredsav- ing andopeningdatafiles,nameyour sample datafile "SAMPLE"andsaveit to a removable FilE Edt $ew Data Transform Annhze @al storagemedium.Onceit is saved,SPSSwill displaythe nameof the file at the top of the data window. It is wise to saveyour work frequently,in caseof computercrashes.Note thatfilenamesmay be upper-or lowercase.In thistext,uppercaseis usedfor clarity. After you have savedyour data,exit SPSS(by clicking File, then Exit). Restart SPSSandloadyour databy selectingthe"SAMPLE.sav"file youjust created. Section1.5 RunningYour FirstAnalysis Any time you opena data window, you canmn any of the analysesavailable.To get started,we will calculatethe students'averagegrade.(With only two students,you can easilycheckyour answerby hand,but imaginea datafile with 10,000studentrecords.) The majority of the availablestatisticaltests are under the Analyze menu. This menudisplaysall the optionsavailablefor your versionof the SPSSprogram(themenusin thisbookwerecreatedwith SPSSStudentVersion15.0).Otherversionsmay haveslightly differentsetsof options. j rttrtJJ File Edlt Vbw Data TransformI nnafzc Gretrs UUtias gdFrdov*Help El tlorl rl(llnl lVisible:6ol GanoralHnnarf&dd Corr*lrtr Re$$r$on Classfy OdrRrdrrtMr Scab Norparimetrlclcrtt Tirna5arl6t Q.rlty Corfrd Rff(trve,., )i ,) ) ir l. ,.),. Eipbrc,,. CrogstSr,.. Rdio,., P-Pflok,., Q€ Phs.,, ) l ) ) To calculatea mean (average),we areaskingthe computerto summarizeour data set.Therefore,we run the commandby clicking Analyze,thenDescriptive Statistics,then Descriptives. This brings up the Descriptives dialog box. Note that the left side of the box containsa list of all the variablesin our datafile. On theright is an area labeled Variable(s), where we can specifythe variableswe would like to usein this particularanalysis. .Srql 3s,l A*r*.. I r ktlmllff al Cottpsr Milns ) 't901.00 , Itjg*r*qgudrr,*ts"uss- OAY f- 9mloddrov*p*vri*lq
  • 12. ChapterI GettingStarted We want to compute the mean for the variable called GRADE. Thus, we need to select the variablename in the left window (by clicking on it). To transferit to the right window, click on the right arrow between the two windows. The arrow always points to the window oppositethe highlighted item and can be used to transfer l:rt.Ij in m ;F* | -t:g.J -!tJ PR:lf- Smdadr{rdvdarvai& selectedvariablesin either direction.Note that double-clickingon the variablenamewill also transfer the variable to the opposite window. StandardWindows conventionsof "Shift" clickingor "Ctrl" clickingto selectmultiplevariablescanbe usedaswell. When we click on the OK button,the analysiswill be conducted,and we will be readyto examineour output. Section1.6 ExaminingandPrintingOutputFiles After an analysis is performed, the output is placedin the output window, and the output window becomesthe active window. If this is the first analysis you have conductedsince starting SPSS,then a new output window will be created.If you haverun previous outputisaddedto theendof yourpreviousoutput. To switchbackandforthbetweenthedatawindowandtheoutput window,select thedesiredwindowfromtheWindowmenubar(seearrow,below). Theoutputwindowis splitintotwo sections.Theleftsectionis anoutlineof the output(SPSSreferstothisasthe"outlineview").Therightsectionis theoutputitself. irllliliirrillliirrrI -d * lnl-Xj H. Ee lbw A*t lra'dorm -qg*g!r*!e!|ro_ Craphr,Ufr!3 Uhdo'N Udp slsl*glelsl*letssJsl#_#rl+l*l +l-l&hjl :lqlel, * Descrlptlves f]aiagarll l: lrrs datcra&ple.lav o lle*crhlurr Sl.*liilca N Mlnlmum Hadmum Xsrn Std.Dwiation ufinuc valldN(|lstrylsa) I 2 83.00 85.00 81,0000 1.41421 ffiffi?iffi rr---*.* r*4 The sectionon the left of the output window providesan outline of the entireout- put window. All of the analysesarelistedin theorderin which they wereconducted.Note that this outline can be usedto quickly locatea sectionof the output.Simply click on the sectionyou would like to see,andtheright window will jump to the appropriateplace. analysesandsavedthem,your ornt El Pccc**tvs* r'fi Trb 6r** lS Adi€D*ard ffi Dcscrtfhcsdkdics
  • 13. ChapterI GeningStarted Clicking on a statisticalprocedurealsoselectsall of the outputfor thatcommand. By pressingtheDeletekey,thatoutputcanbe deletedfrom the output window. This is a quick way to be surethatthe output window containsonly the desiredoutput.Outputcan also be selectedand pastedinto a word processorby clicking Edit, then Copy Objeclsto copy the output.You canthenswitchto your word processorand click Edit, thenPaste. To print your output,simply click File, thenPrint, or click on the printer icon on the toolbar.You will havethe option of printing all of your outputor just the currentlyse- lected section.Be careful when printing! Each time you mn a command,the output is addedto the end of your previousoutput.Thus,you could be printing a very largeoutput file containinginformationyou may not want or need. Oneway to ensurethatyour output window containsonly the resultsof thecurrent commandis to createa new output window just beforerunningthe command.To do this, click File, thenNew, then Outpul. All your subsequentcommandswill go into your new output window. Practice Exercise Load the sampledatafile you createdearlier(SAMPLE.sav).Run theDescriptives commandfor the variableGRADE and print the output.Your output shouldlook like the exampleon page7. Next,selectthedata window andprint it. Section1.7 ModifyingDataFiles Once you havecreateda datafile, it is really quite simple to add additionalcases (rows/participants)or additionalvariables(columns).ConsiderExample1.7.1. Example1.7.1 Twomorestudentsprovideyouwithsurveys.Theirinformationis: ResponseSheet3 ID: Dayof class: Classtime: Are you a morningperson? Finalgradein class: Do you work outsideschool? ResponseSheet4 ID: Day of class: Classtime: Are you a morningperson? Finalgradein class: Do you work outsideschool? 8734 80% MWF Morning Yes Full-time No 1909 X MWF X Morning X Yes 73% Full+ime No X TTh Afternoon XNo Part-time TTH Afternoon No X Part-time
  • 14. ChapterI GettingStarted To addthesedata,simply placetwo additionalrows in theData View window (af- ter loadingyour sampledata).Notice that asnew participantsareadded,the row numbers becomebold. when done,the screenshouldlook like the screenshothere. New variablescan also be added.For example,if the first two participantswere given specialtrainingon time management,andthetwo new participantswerenot, thedata file canbe changedto reflectthis additionalinformation.The new variablecould be called TRAINING (whetheror not the participantreceivedtraining), and it would be codedso that 0 : No and I : Yes. Thus,the first two participantswould be assigneda "1" andthe Iasttwo participantsa "0." To do this, switch to the Variable View window, then add the TRAINING variableto the bottom of the list. Then switchback to theData View window to updatethe data. f+rilf,t - tt Inl vl Sa E& Uew Qpta lransform &rpFzc gaphs Lffitcs t/itFdd^,SE__-- 14:TRAINING l0 lvGbt€ri of t0 NAY TIME MORNING GRADE woRKI mruruwe 1r 1 4593.0f1 Tueffhu aterncon No 85.0u Nol Yes I 1901.OCIManA/Ved/ m0rnrng Yes ffi.0n iiart?mel- yes 3 8734"00 Tueffhu momtng No 80.n0 Noi No 4 1909.00MonrlVed/ morning Yes 73.00 Part-TimeI No ' s I (l) .rView { Vari$c Vlew . l-.1 =J "isPssW rll'l ,i Adding dataand addingvariablesarejust logical extensionsof the procedureswe usedto originally createthe datafile. Savethis new data file. We will be using it again laterin thebook. '.., j .l lrrl vl nh E*__$*'_P$f_I'Sgr &1{1zcOmhr t$*ues$ilndonHug_ Tffiffi ID DAY TIME MORNING GRADE WORK var ^ 1 4593.00 Tueffhu aternoon No 85.00 No 2 1gnl.B0MonMed/ m0rnrng Yes 83.00 Part-Time 3 8734.00 Tue/Thu mornrng No 80,00 No 1909.00MonAfVed/ mornrng Yeg 73.00 Part-Time ) .mfuUiewffi I rb$ Vbw / l{l rll '.- - -,,,---Jd* 15P55Procus*rlsready I i ,4
  • 15. ChapterI GettingStarted Practice Exercise Follow the exampleabove(whereTRAINING is the new variable).Make the modificationsto yourSAMPLE.savdatafile andsaveit. l0
  • 16. Chapter2 EnteringandModifying Data In Chapter 1, we learnedhow to createa simpledatafile, saveit, perform a basic analysis,and examinethe output.In this section,we will go into more detail aboutvari- ablesanddata. Section2.1 VariablesandDataRepresentation In SPSS,variablesarerepresentedascolumnsin the datafile. Participantsarerep- resentedasrows.Thus,if we collect4 piecesof informationfrom 100participants,we will havea datafile with 4 columnsand 100rows. Measurement Scales Therearefour typesof measurementscales:nominal, ordinal, interval, andratio. While themeasurementscalewill determinewhich statisticaltechniqueis appropriatefor a given set of data,SPSSgenerallydoesnot discriminate.Thus, we startthis sectionwith this warning: If you ask it to, SPSSmay conductan analysisthat is not appropriatefor your data.For a morecompletedescriptionof thesefour measurementscales,consultyour statisticstext or the glossaryin AppendixC. Newer versionsof SPSSallow you to indicatewhich types of data you have when you define your variable.You do this using the Measurecolumn.You can indicateNominal,Ordinal,or Scale(SPSS doesnot distinguishbetweeninterval andratio scales). Look at the sampledatafile we createdin Chapterl. We calcu- lateda mean for the variableGRADE. GRADE wasmeasuredon a ra- tio scale,andthemeanis anacceptablesummarystatistic(assumingthatthedistribution isnormal). We could havehad SPSScalculatea mean for the variableTIME insteadof GRADE.If wedid,wewouldgettheoutputpresentedhere. TheoutputindicatesthattheaverageTIME was 1.25.RememberthatTIME was coded as an ordinal variable (I = morningclass,2-afternoon class).Thus, the mean is not an appropriatestatisticfor an ordinal scale,but SPSScalculatedit any- way. The importanceof consider- ing the type of data cannot be overemphasized. Just because SPSSwill compute a statistic for you doesnot meanthatyou should Measure @Nv f $cale .sriltr r Nominal ll *lq]eH"N-ql*l trlllql eilr $l-g :* Sl astts .l.:D gtb :$sh .6M6.ffi $arlrba"t S#(| ht6x0tMn a LS 2.qg Lt@
  • 17. ql total 2.00 2.Bn 4.00 3.00 1.00 4.00 4.00 3.00 7.00 2.00 1.00 2.UB 3.00 Chapter2 EnteringandModifying Data useit. Later in the text,when specificstatisticalproceduresarediscussed,the conditions underwhich they areappropriatewill be addressed. Missing Data Often,participantsdo not providecompletedata.For somestudents,you may have a pretestscorebut not a posttestscore.Perhapsone studentleft one questionblank on a survey,or perhapsshedid not stateher age.Missing datacanweakenany analysis.Often, a singlemissingquestioncaneliminatea sub- ject from all analyses. If you havemissingdatain your data set, leave that cell blank. In the exampleto the left, the fourth subjectdid not complete Question2. Note thatthetotal score(which is calculatedfrom both questions)is alsoblank becauseof the missing data for Question2. SPSSrepresentsmissing data in the data window with a period(althoughyou should not entera period-just leaveit blank). Section2.2 TransformationandSelectionof Data Weoftenhavemoredatain a datafile thanwewantto includein a specificanaly- sis.For example,our sampledatafile containsdatafrom four participants,two of whom receivedspecialtrainingandtwo of whomdid not.If we wantedto conductananalysis usingonlythetwo participantswhodidnotreceivethetraining,we wouldneedto specify theappropriatesubset. Selectinga Subset F|! Ed vl6{ , O*. lr{lrfum An*/& e+hr ( We canusethe SelectCasescommandto specify a subset of our data. The Select Cases command is located under the Data menu. When you select this command,the dialog box below will appear. t'llitl&JE il :id O*fFV{ldrr PrS!tU6.,. CoptO.tafropc,tir3,.. l,j.l,/r,:irrlrr! lif l ll:L*s,,. Hh.o*rr,., Dsfti fi*blc Rc*pon$5ct5,,, ConyD*S sd.rt Csat You can specify which cases(partici- pants)you want to selectby using the selec- tion criteria,which appearon the right sideof theSelectCasesdialogbox. q*d-:-"-- "-"""-*--*--**-""*-^*l 6 Alce a llgdinlctidod ,rl r irCmu*dcaa ] i*np* | i{^ lccdotincoarrpr : ;.,* | -:--J c llaffrvci*lc l0&t C6ttSldrDonoan!.ffi foKl aar I c-"rl x* | t2
  • 18. Chapter2 EnteringandModifying Data By default,All caseswill be selected.The most commonway to selecta subsetis to click If condition is satisfied,thenclick on the button labeledfi This will bring up a newdialogbox thatallowsyou to indicatewhichcasesyou would like to use. You can enter the logic used to select the subsetin the upper section. If the logical statement is true for a given case, then that case will be selected.If the logical statement is false. that case will not be selected.For example, you can selectall casesthat were coded as Mon/Wed/Fri by enteringthe formula DAY = I in the upper- ?Ais"I c'-t I Ht I rightpartof thewindow.If DAY is l, thenthestatementwill betrue,andSPSSwill select the case.If DAY is anythingotherthan l, the statementwill be false,andthe casewill not be selected.Once you have enteredthe logical statement,click Continueto return to the SelectCasesdialogbox. Then,click OK to returnto thedata window. After you haveselectedthecases,thedata window will changeslightly. The casesthat werenot selectedwill be markedwith a diagonalline throughthe casenumber.For example,for our sampledata,the first and third casesarenot selected.only the secondandfourthcasesareselectedfor this subset. U;J;J:.1-glL1 E{''di',*tI , 'J-e.l-,'JlJ.!J-El[aasi"-Eo,t----i ilqex4q lffiIl,?,l*;*"'= ,Jl _!JlJ 0 U IAFTAN(r"nasl sl"J=tx-s*t"lBi!?Blt1trb:r 1 I , I I l i{ 1 ,1 'l 1 I 1 : t 'l 1 'l EffEN'EEEgl''EEE'o ,.,:r. rt lnl vl !k_l** -#gdd.i.&lFlib'- ID TIME MORNING ERADE WORK TRAINING /,-< 4533.m Tueffhui affsrnoon No ffi.m Na Yes NotSelected 2 1901.m- 6h4lto*- ieifrfft MpnMed/i mornino. -..- ^,-.-.*.*..,-- J.- . - .-..,..".*-....- ': Yss 83,U1Fad-Jime Yes Splacled -'4 TuElThu. morning No m.m No No NotSelected 4 MonA/Ved/1morning Yes ru.mPart-Time No s !LJii. vbryJv,itayss7 I . *-J *]fsPssProcaesaFrcady I i ,1, An additionalvariablewill also be createdin your data file. The new variableis calledFILTER_$ andindicateswhethera casewasselectedor not. If we calculatea mean GRADE using the subsetwe just selected,we will receive the output at right. Notice that we now havea mean of 78.00 with a samplesize(M) of 2 in- steadof 4. DescripthreStailstics N Minimum Maximum Mean std. Deviation UKAUE ValidN IliclwisP'l 2 2 73.00 83.00 78.0000 7.0711 l3
  • 19. Chapter2 EnteringandModifyingData Be carefulwhen you selectsubsets.Thesubsetremainsin ffict until you run the commandagain and selectall cases.You cantell if you havea subsetselectedbecausethe bottomof the data window will indicatethat a filter is on. In addition,when you examine your output,N will be lessthanthe total numberof recordsin your dataset if a subsetis selected.The diagonallines throughsomecaseswill also be evidentwhen a subsetis se- lected.Be carefulnot to saveyour datafile with a subsetselected,asthis cancauseconsid- erableconfusionlater. Computing a New Variable SPSScan alsobe used to computea new variable or manipulateyour existing vari- ables. To illustrate this, we will create a new data file. This file will contain data for four participants and three variables(Ql, Q2, and Q3). The variables represent the number of points each participant received on three different questions.Now enter the data shown on the screen to the right. When done, save this data file as "QUESTIONS.sav."We will beusingit againin laterchapters. I TrnnsformAnalyze Graphs Utilities Whds Rersdeinto5ameVariable*,,, RacodointoDffferantVarlables.,, Ar*omSicRarode,,. Vlsual8inrfrg,.. After clicking the Compute Variable command,we get the dialog box at right. The blank field marked Target Variable is where we enter the name of the new variablewe want to create. In this example, we are creating a variablecalled TOTAL, so type the word"total." Notice that there is an equals sign between the Target Variable blank and the Numeric Expression blank. Thesetwo blank areasare the Now you will calculatethe total scorefor eachsubject.We coulddo this manually,but if the data file were large, or if there were a lot of questions,this would take a long time. It is more efficient (and more accurate) to have SPSS compute the totals for you. To do this, click Transform and then click Compute Variable. U $J-:iidijl lij -!CJ:l Jslcl ll;s rtg-sJ rt rt rl ,_g-.|J :3 lll--g'L'"J til , rr | {q*orfmsrccucrsdqf l4 nh E* vir$, D.tr T|{dorm *lslel EJ-rlrj -lgltj{l -|tlf,la*intt m eltj I l* ,---- LHJ {#i#ffirtr!;errtt*; , rrwI i+t*... *l gl w ca lllmr*dCof 0rr/ti* &fntndi) Oldio. E${t iil :J n*ri c*rl "*l
  • 20. Chapter2 EnteringandModifying Data iii:Hffiliji:.: .i .i>t ii"alCt i-Jr:J::i i-3J:J l:j -:15 JJJI tJ -tJ-il --q-|J is:Jlll --q*J m |f-- | ldindm.!&dioncqdinl tsil nact I c:nt I x* | two sides of an equation that SPSS will calculate.For example,total: ql + q2 + q3 is the equationthat is enteredin the samplepresentedhere (screenshotat left).Notethatit is pos- sible to create any equation here simply by using the number and operationalkeypad at the bottom of the dialog box. When we click OK, SPSSwill createa new variablecalled TOTAL andmakeit equalto the sum of thethreequestions. Save your data file again so thatthenew variablewill be available for futuresessions. -lJ t::,, - ltrl-Xl Sindow Help 3.n0 3.0n 4,n0 10.00 4.00 31 2.ool 2.oo..........;. 41 1.001 3001 .:1 l-'r--i-----i I il I i , l, lqg,t_y!"*_i VariabteViewJ lit rljl W*; Recodinga Variable-Dffirent Variable SPSS can create a new variable based upon data from another variable. Say we want to split our participantson the basisof their total score.We want to create a variablecalledGROUP,which is coded I if the total score is low (lessthanor equalto 8) or 2 if the total scoreis high (9 or larger).To do this, we click Transform, then Recodeinto Dffirent Variables. ,-.lu l,rll r-al +. conp$ovdiouc',' ---.:1.- Cd.nVail'r*dnCasas.,, l{ -l I -- - rr 'rtr I o..**^c--u-r-c 4.00 2.00 i.m Racodrlrto 0ffrror* Yal Art(tn*Rrcodr... U*dFhn|ro,,. S*a *rd llm tllhsd,,, Oc!t6 I}F sairs.., Rid&c l4sitE V*s.,. Rrdon iMbar G.rs*trr,,. l5 Eile gdit SEw Qata lransform $nalyza 9aphs [tilities Add'gns F{| [dt !la{ Data j Trrx&tm Analrra
  • 21. Chapter2 EnteringandModifyingData This will bring up the Recode into Different Variables dialog box shown here. Transfer the variableTOTAL to the middle blank. Type "group" in the Name field underOutputVariable.Click Change,and the middle blank will show that TOTAL is becoming GROUP.asshownbelow. ladtnl c€ rlccdm confbil -'tt" I rygJ**l-H+ | r t *.!*lr r&*ri*i*t ;rln I r-":-'-'1** lirli iT- I r nryrOr:frr**"L ,f- i c nq.,saa*ld6lefl; F- ,.F--*-_-_-_____ : " *r***o I a lrt*cn*r I I nni. rT..".''..."...- I ir:L-_- t' l6 i4i'|(tthah* ;F- I" n*'L,*l'||.r.$, : r----**-: ; r {:ei.* T &lrYdd.r*t li-- '- i"r,.!*r h^.,",r y..,t larir,r it:.' I gf-ll $q I '*J til To help keep track of variablesthat have been recoded, it's a good idea to open the Variable View and enter"Recoded"in the Label column in the TOTAL row. This is especially useful with large datasetswhich may include manyrecodedvariables. Click Old andNew Values.This will bring up the Recodedialog box. In this example,we have entered a 9 in the Range, value through HIGHEST field and a 2 in the Value field under New Value.When we click Add, theblank on the right displaysthe recodingformula.Now enteran 8 on the left in the Range, LOWEST through valueblank and a I in the Valuefield underNew Value.Click Add, thenContinue.Click OK. You will be redirectedto the data window. A new variable (GROUP) will have been added and codedas I or 2, basedon TOTAL. *u"'." -ltrlIl Flc Ed Yl.ly Drt! Tr{lform {*!c ce|6.,||tf^,!!!ry I+ NtnHbvli|bL-lo|rnrV*#r l6
  • 22. Chapter3 DescriptiveStatistics ln Chapter2, wediscussedmanyof theoptionsavailablein SPSSfor dealingwith data.Now we will discusswaysto summarizeour data.Theproceduresusedto describe andsummarizedataarecalleddescriptivestatistics. Section3.1 FrequencyDistributionsand PercentileRanks for a SingleVariable Description TheFrequenciescommandproducesfrequencydistributionsfor thespecifiedvari- ables.Theoutputincludesthenumberof occurrences,percentages,validpercentages,and cumulativepercentages.Thevalid percentagesandthe cumulativepercentagescomprise onlythedatathatarenotdesignatedasmissing. TheFrequenciescommandis usefulfor describingsampleswherethemeanis not useful(e.g.,nominalor ordinalscales).It is alsousefulasa methodof gettingthefeelof yourdata.It providesmoreinformationthanjust a meanandstandarddeviationandcan beusefulin determiningskewandidentifyingoutliers.A specialfeatureof thecommand isitsabilityto determinepercentileranks. Assumptions Cumulativepercentagesandpercentilesarevalidonly for datathataremeasured onat leastanordinal scale.Becausetheoutputcontainsonelinefor eachvalueof a vari- able,thiscommandworksbestonvariableswitharelativelysmallnumberof values. Drawing Conclusions TheFrequenciescommandproducesoutputthatindicatesboththenumberof cases in thesampleof a particularvalueandthepercentageof caseswith thatvalue.Thus,con- clusionsdrawnshouldrelateonlyto describingthenumbersor percentagesof casesin the sample.If thedataareatleastordinalin nature,conclusionsregardingthecumulativeper- centageand/orpercentilescanbedrawn. .SPSSData Format TheSPSSdatafile for obtainingfrequencydistributionsrequiresonlyonevariable, andthatvariablecanbeof anytype. tt
  • 23. Chapter3 DescriptiveStatistics Creating a Frequency Distribution To run the Frequer?ciescommand, click Analyze, then Descriptive Statistics, then Frequencies.(This exampleusesthe CARS.savdatafile that comeswith SPSS. It is typically located at <C:Program FilesSPSSCars.sav>.) This will bring up the main dialog box. Transferthe variablefor which you would like a frequencydistributioninto the Disbtlvlr... N Erpbr,.. croac*a,.. Rrno,., F.Pt'lok,., aaPUs,., Variable(s)blank to the right. Be surethat the Display frequency tables option is checked.Click OK to receiveyour output. Note that the dialog boxes in newer versionsof SPSSshow both the typeof variable(theicon immediatelyleft of the variable name) and the variable labels if they are entered. Thus, the variableYEAR shows up in the dialog box asModel Year(moduloI0). i:rl.&{l&l&lslsl}sl i1 rmpg i18 MilesperGallonlmr /Erqlr,onispUcamr / Hurepowor[horc dv*,id"w"bir 1|ut d t!rc toAceileistc dr',Ccxr*yolOrbin[c l7 Oisgayhequercytder xl q!l jq? | .f"tq I . He_l sr**i,1..1f*:.,.I rry*,:.I Outputfor a Frequency Distribution The outputconsistsof two sections.The first sectionindicatesthe numberof re- cordswith valid data for eachvariableselected.Recordswith a blank scorearelistedas missing.In thisexample,thedatafile contained406 records.Noticethatthevariablelabel is ModelYear(modulo100). statistics The second section of the output contains a cumulative frequency distribution for each variable Wselected.Atthetopofthesection,thevariablelabelis | * y.1"1 | oo? | given.The outputiiself consistsof five columns.The first I MissingI t I Jolumnliststhi valuesof thevariablein sortedorder.There is a row for eachvalueof your variable, and additionalrows are added at the bottom for the Total and Missing data. The secondcolumngivesthe frequency of eachvalue,includingmissingvalues. Thethirdcolumngivesthepercentageof all records (including records with missingdata)for eachvalue.The fourth column,labeledValidPercenl,givesthe percentageof records(withoutincluding records with missing data) for each value.If therewereany missingvalues, thesevalueswould be larger than the valuesin columnthreebecausethe total ModolYo.r (modulo 100) Pcrcenl Valid P6rc€nl Cumulativs vatE 72 73 74 75 76 77 79 80 81 82 Total Missing 0 (Missing) Total 34 28 40 27 30 34 28 29 29 30 31 405 1 406 I 4 7.1 6.9 9.9 6.7 8.4 6.9 8.9 7.1 7.1 7.4 7.6 99.8 100.0 I 4 7.2 6.9 9.9 6.7 7.4 8.4 6.9 8.9 f.2 7.2 7.4 7.7 100.0 E4 15.6 22.5 32.3 39.0 46.4 54.8 61.7 70.6 77.8 84.9 92.3 |00.0 r8 &99rv I @ cdrFrb'l{tirE } r5117gl
  • 24. Chapter3 DescriptiveStatistics numberof recordswould havebeenreducedby thenumberof recordswith missingvalues. The final column gives cumulativepercentages.Cumulativepercentagesindicatethe per- centageof recordswith a scoreequalto or smallerthan the currentvalue.Thus, the last value is always 100%.Thesevaluesare equivalentto percentile ranks for the values listed. Determining PercentiIe Ranl<s :,,. tril YI !rydI |*"1 lT Oirpbarfrcqlcreyttblce frfix*... I Central TendencyandDispersior sections suchasthe Median or Mode. whichcannot (seeSection3.3). This brings up the Frequencies: Statisticsdialog box. Check any additional desiredstatisticby clickingon the blanknext to it. For percentiles, enter the desired percentile rank in the blank to the right of thePercentile(s)label.Then,click Add to add it to the list of percentilesrequested.Once you haveselectedall your requiredstatistics, click Continue to return to the main dialog box.Click OK. The Frequencies command can be used to provide a number of descriptive statistics,as well as a variety of percentile values(includingquartiles, cut points,and scorescorrespondingto a specificpercentile rank). To obtain either the descriptiveor percentile functions of the Frequencies command,click the Statisticsbutton at the bottomof the maindialog box. Note thatthe of this box are useful for calculatingvalues, be calculatedwith theDescriptiyescommand PscdibV.lrr xl c{q I *g"d I Hdo I tr Ourilr3 I F nrs**rtd!i* ,crnqo,p, i f- Vdrixtgor0mi&ohlr Oi$.r$pn" l* SUaa** n v$*$i I* nmgc f Mi*n n |- Hrrdilrtl l- S"E.mcur 0idthfim' t- ghsrurt T Kutd*b Statistics ModelYear(modulo100 N Vatid Missing Percentiles 25 50 75 80 405 1 73.00 76.00 79.00 80.00 Outputfor PercentileRanl<s The Statisticsdialog box adds on to the previousoutput from the Frequenciescommand.The new sectionof theoutputis shownat left. The output containsa row for eachpieceof informationyou requested.In the exampleabove,we checkedQuartilesand askedfor the 80th percentile. Thus, the output contains rows for the 25th, 50th. 75th,and80thpercentiles. Mla pa Galmlm3 Sfndr*Pi*rcsnr SHslsp{rierltuso /v***v*$t*(ttu /lino toaccrbrar $1C**{ry o{Origr[c l9
  • 25. Chaprer,1 Descriptire Statistics PracticeExercise UsingPracticeDataSetI in AppendixB, createa frequencydistributiontablefor themathematicsskillsscores.Determinethemathematicsskillsscoreat whichthe60th percentilelies. section3.2 FrequencyDistributionsand percentileRanks for Multiple Variables Description The Crosslabscommandproducesfrequencydistributionsfor multiplevariables. Theoutputincludesthenumberof occurrencesof eachcombinationof levelJof eachvari- able.It ispossibleto havethecommandgivepercentagesfor anyor all variables. The Crosslabscommandis usefulfor describingsampleswherethe meanis not useful(e'g.,nominalor ordinalscales).It is alsousefulasa methodfor gettinga feelfor yourdata. Assumptions Becausethe outputcontainsa row or columnfor eachvalueof a variable.this commandworksbestonvariableswitharelativelysmallnumberof values. ThisexampleusestheSAMpLE.savdata ;ilffi; file, which you createdin Chapter l. To run the chrfy procedure, ctick Analyze, then Descriptive DttaRcd.Etbn Statistics,then Crosstabs.This will bring up ttt. scah mainCrosstabsdialogbox,below. ,SPSSData Format The SPSSdata file for the Crosstabs commandrequirestwo or morevariables.Those variablescanbeof anytype. RunningtheCrosstabsCommand I lnalyzc Orphn Ut||Uot RcF*r ) (orprycrllcEnr G*ncralllrgarFlodcl The dialog box initially lists all vari- ableson the left and containstwo blanks la- beled Row(s) and Column(s). Enter one vari- able(TRAINING) in theRow(s)box. Enterthe second (WORK) in the Column(s) box. To analyzemore than two variables,you would enter the third, fourth, etc., in the unlabeled area(ust undertheLayer indicator). ) ) , ) ) ) ) i, Ror{.} T€K I r---r ftr;;ho.- '-l lrJ I .;lm&! ryq I 20
  • 26. Chapter3 DescriptiveStatistics percentagesand other information to be generatedfor eachcombinationof values.Click Cells,andyou will get thebox at right. For the example presentedhere, check Row, Column, and Total percentages.Then click Continue. This will return you to the Crosstabsdialog box. Click OK to run theanalvsis. TRAINING'WURKCross|nl)tilntlo|l WORK TolalNO Parl-Time TRAINING Yes Count %withinTRAININO %withinwoRK %ofTolal I 50.0% 50.0% 25.0% 1 50.0% 50.0% 25.0% 100.0% 50.0% 50.0% No Count %withinTRAINING %withinWORK %ofTolal 1 50.0% 50.0% 25.0% 1 50.0% 50.0% 25.0% ? 1000% 50.0% 50.0% Total Count %withinTRA|NtNo %wilhinWORK %ofTolal 50.0% 100.0% 50.0% a 500% 100.0% 50.0% 4 r00.0% 100.0% 100.0% Interpreting Crosstabs Output The output consistsof a contingencytable.Each level of WORK is given a column.Each level of TRAINING is given a row. In addition, a row is added for total, and a column is added for total. The Cells button allows you to specify W: t C",ti* | t*"1 ,"1 Eachcell containsthe numberof participants(e.g.,one participantreceivedno traininganddoesnot work; two participantsreceivedno training,regardlessof employ- mentstatus). Thepercentagesfor eachcell arealsoshown.Row percentagesaddup to 100% horizontally.Columnpercentagesaddupto 100%vertically.Forexample,of all theindi- vidualswhohadno training, 50ohdid notworkand50o%workedpart-time(usingthe"o/o withinTRAINING" row).Of theindividualswhodid notwork,50o/ohadno trainingand 50%hadtraining(usingthe"o/owithinwork"row). Practice Exercise UsingPracticeDataSet I in AppendixB, createa contingencytableusingthe Crosstabscommand.Determinethe numberof participantsin eachcombinationof the variablesSEXandMARITAL. Whatpercentageof participantsis married?Whatpercent- ageof participantsis maleandmarried? Section3.3 Measuresof Central Tendencyand Measuresof Dispersion for a SingleGroup Description Measuresof centraltendencyarevaluesthat representa typicalmemberof the sampleor population.Thethreeprimarytypesarethemean,median,andmode.Measures of dispersiontell you thevariabilityof yourscores.Theprimarytypesaretherangeand thestandarddeviation.Together,a measureof centraltendencyanda measureof disper- sionprovideagreatdealof informationabouttheentiredataset. ''Pd€rl.!p. - r-Bait*" ;F Bu : ,l- U]dadr&ad F corm if- sragatrd "1'"1--_rry-ys___ . 2l
  • 27. Chapter,l DescriptiveStatistics We will discussthesemeasuresof central tendencyandmeasuresof dispersionin the con- text of the Descriplives command. Note that many of thesestatisticscan also be calculated with several other commands (e.g., the Frequenciesor CompareMeans commandsare requiredto computethe mode or median-the Statisticsoption for theFrequenciescommandis shownhere). iffi{ltl*::l'.,xl Fac*Vd*c-----:":'-'-"-" "- |7 Arruer |* O*pai*furjF tqLteiotpr F rac$*['* r.-I 16-k'I ':'I I+l lcer**r**nc*r1 !*{* | f- rlm Cr* | , f u"g.t -:.-i i0hx*ioo*".'*-' lf Sld.dr',iitbnl* lli*nn ]fV"iro f.H**ntrn lfnxrgo f.5.t.ncr : T Modt :-^t5m l- Vdsm$apn&bcirr oidrlatin-- -- r5tcffi: ; f Kutu{b i Assumptions Eachmeasureof centraltendencyandmeasureof dispersionhasdifferent assump- tionsassociatedwith it. The mean is the mostpowerfulmeasureof centraltendency,andit hasthe mostassumptions.For example,to calculatea mean,the datamustbe measuredon an interval or ratio scale.In addition,thedistributionshouldbe normally distributedor, at least,not highly skewed.The median requiresat leastordinal data.Becausethe median indicatesonly the middle score(when scoresarearrangedin order),thereareno assump- tions aboutthe shapeof the distribution.The mode is the weakestmeasureof centralten- dency.Thereareno assumptionsfor the mode. The standard deviation is themostpowerful measureof dispersion,but it, too, has severalrequirements.It is a mathematicaltransformationof the variance (the standard deviationis the squareroot of thevariance).Thus,if oneis appropriate,theotheris also. The standard deviation requiresdatameasuredon an interval or ratio scale.In addition, the distributionshouldbe normal.The range is the weakestmeasureof dispersion.To cal- culatea range, the variablemustbe at leastordinal. For nominal scaledata,the entire frequencydistributionshouldbe presentedasa measureof dispersion. Drawing Conclusions A measureof centraltendencyshouldbe accompaniedby a measureof dispersion, Thus, when reporting a mean, you shouldalso report a standard deviation. When pre- sentinga median, you shouldalsostatetherange or interquartilerange. .SPSSData Format Only onevariableis required. 22
  • 28. Chapter3 DescriptiveStatistics Running the Command The Descriptives command will be the command you will most likely use for obtaining measuresof centraltendencyandmeasuresof disper- sion. This exampleusesthe SAMPLE.sav data file we haveusedin thepreviouschapters. ,t X dlt da.v qil n".dI cr*l I f,"PI opdqr"..I To run the command, click Analyze, then Descriptive Statistics,then Descriptives. This will bring up the main dialog box for the Descriptives command. Any variables you would like informationaboutcanbe placedin the right blank by double-clickingthem or by selectingthem,thenclicking on theanow. ! D ' cond*s . Rolrar*n : classfy : 0€tdRedrctitrt ) ) ) ) d** ?n-"* ?,r,qx /t**ts f S&r dr.d!r&!d Y*rcr ri vdi.bb By default, you will receivethe N (number of cases/participants),the minimum value, the maximum value,the mean, and the standard deviation.Note that someof thesemay not be appropriatefor the type of data you haveselected. If you would like to changethe defaultstatistics that aregiven, click Optionsin the main dialog box. You will begiventheOptionsdialogbox presentedhere. F Morr l- Slm r@t qq..'I ,|'?bl ltl {l '!t ,l ,lt il 'i I I : "i I ", ;i I ; F su aa**n F, Mi*ilm f u"or- F7Maiilrn l- nrrcr I- S.r.npur I otlnyotdq: * I {f V;i*hlC I r lpr,*an I r *car*remar i r Dccemdnnmre Reading the Output The output for the Descriptivescommandis quite straightforward.Each type of outputrequestedis presentedin a column,andeachvariableis given in a row. The output presentedhereis for the sampledatafile. It showsthatwe haveonevariable(GRADE) and that we obtainedthe N, minimum, maximum,mean, and standard deviation for this variable. DescriptiveStatistics N Minimum Maximum Mean Std.Deviation graoe ValidN (listwise) 4 4 73.00 85.00 80.2500 5.25198 lA-dy* ct.dn Ltffibc GonardtFra*!@ 23
  • 29. Chapter3 DescriptiveStatistics Practice Exercise UsingPracticeDataSet I in AppendixB, obtainthe descriptivestatisticsfor the ageof theparticipants.What is themean?The median?The mode?What is thestandard deviation?Minimum?Maximum?The range? Section3.4 Measuresof Central Tendency and Measuresof Dispersion for Multiple Groups Description The measuresof centraltendencydiscussedearlierare often needednot only for theentiredataset,but alsofor severalsubsets.Oneway to obtainthesevaluesfor subsets would be to usethe data-selectiontechniquesdiscussedin Chapter2 andapply theDe- scriptivescommandto eachsubset.An easierway to performthis task is to usetheMeans command.The Meanscommandis designedto providedescriptivestatisticsfor subsets ofyour data. Assumptions The assumptionsdiscussedin the sectionon Measuresof CentralTendencyand Measuresof Dispersionfor a SingleGroup(Section3.3)alsoapplyto multiplegroups. Drawing Conclusions A measureof centraltendencyshouldbe accompaniedby a measureof dispersion. Thus,whengiving a mean,you shouldalsoreporta standarddeviation.Whenpresenting a median,you shouldalsostatetherangeor interquartilerange. SPSSData Format Two variablesin the SPSSdatafile are required.One representsthe dependent variable and will be the variablefor which you receivethe descriptivestatistics.The otheris theindependentvariable andwill beusedin creatingthesubsets.Notethatwhile SPSScallsthis variablean independentvariable, it may not meetthe strictcriteriathat definea trueindependentvariable (e.g.,treatmentmanipulation).Thus,someSPSSpro- ceduresreferto it asthegroupingvariable. RunningtheCommand This example ! RnalyzeGraphsUtilities nsportt F ' DescriptiveStatistirs ) GeneralLinearftladel F ' Csrrelata ) . Regression I ' (fassify F WindowHetp I-l r.l Firulbgt5il | - Ona-Sarnplef feft. Independent-SamdesTTe Falred-SarnplEsTTest,,, Ons-Way*|iJOVA,,, uses the SAMPLE.sav data file you created in Chapterl. The Meanscommandis run by clicking Analyze, then Compare Means, thenMeans. This will bringup the maindialog box for the Means command. Place the selectedvariablein the blank field labeled DependentList. 1A LA
  • 30. Chapter3 DescriptiveStatistics Placethe grouping variable in thebox labeledIndependentList.In this example, throughuseof the SAMPLE.savdatafile, measuresof centraltendencyand measuresof dispersion for the variable GRADE will be given for each level of the variable MORNING. :I tu DependantList € arv ,du** /wqrk €tr"ining rTril ll".i I lLayarlal1*- I :'r:rrt| ..!'l?It.Ii I IndependentLi$: i r:ffi lr-, tffi, r l*i.rl I L-:- ryl HesetI CancelI l"rpI By default,the mean,numberof cases,and standard deviation are given. If you would like additionalmeasures,click Optionsand you will be presentedwith the dialog box at right. You can opt to includeany numberof measures. Reading the Output The output for the Means commandis split into two sections.The first section,called a case processingsummary, gives informationaboutthe data used. In our sample data file, there are four students(cases),all of whom were includedin the analysis. I Std.Enord Kutosis Skemrcro fd Stdirtlx: mil'*-* lltlur$uofCa*o* lStardad Doviaion ml I I Lqlry-l c""dI x,r I Sld.Enool$karm HanorricMcan :J Medan 5tt Minirn"rm Manimlrn Rarqo Fist La{ VsianNc GaseProcessingSummary Cases lncluded Excluded Total N Percent N Percent N Percent grade- morning 4 100.0% 0 .OYo 4 | 100.0% 25
  • 31. Chapter3 DescriptiveStatistics The secondsectionof the out- put is the report from the Means com- mand. This report lists the name of the dependent variable at the top (GRADE). Every level of the inde- pendent variable (MORNING) is shown in a row in the table.In this example,the levelsare 0 and l, labeledNo and Yes. Note thatif a variableis labeled,thelabelswill be usedinsteadof theraw values. The summarystatisticsgiven in the reportcorrespondto the data,wherethe level of theindependentvariable is equalto therow heading(e.g.,No, Yes).Thus,two partici- pantswereincludedin eachrow. An additionalrow is added,namedTotal. That row containsthe combineddata. andthe valuesarethe sameasthey would be if we hadrun theDescriptiyescommandfor thevariableGRADE. Extension to More Than One Independent Variable If you have more than one independent variable, SPSScan break down the output even fur- ther. Rather than adding more variables to the Independent List section of the dialog box, you need to add them in a different layer. Note that SPSS indicates with which layeryou areworking. If you click Next, you will be presentedwith Layer 2 of 2, and you can selecta secondindependent variable (e.g., TRAINING). Now, when you run the command(by clicking On, you will be given summary statistics for the variable GRADE by each level of MORNING andTRAINING. Your output will look like the output at right. You now have two main sections(No and yes), along with the Total. Now, how- ever, each main section is broken down into subsections(No, yes, andTotal). The variable you used in Level I (MORNING) is the first one listed,and it definesthe main sections.The variableyou had in Level 2 (TRAINING) is listedsec- Repott GRADE MORNING Mean N Std.Deviation NO Yes Total 82.5000 78.0000 80.2500 2 4 3.53553 7.07107 5.25198 Report ORADE MORNING TRAINING Mean N Std.Deviation No Yes NO Total 85.0000 80.0000 82.5000 1 1 I 3.53553 Yes Yes NO Total 83.0000 73.0000 78.0000 1 1 1 7.07107 Total Yes NO Total 84.0000 76.5000 80.2500 a z 4 1.41421 4.54575 5.?5198 id 26
  • 32. Chapter3 DescriptiveStatistics ond.Thus,the first row representsthoseparticipantswho werenot morningpeopleand whoreceivedtraining.Thesecondrowrepresentsparticipantswhowerenotmorningpeo- pleanddid notreceivetraining.Thethirdrow representsthetotalfor all participantswho werenotmorningpeople. Noticethatstandarddeviationsarenotgivenfor all of therows.Thisis because thereisonlyoneparticipantpercellin thisexample.Oneproblemwithusingmanysubsets is thatit increasesthenumberof participantsrequiredto obtainmeaningfulresults.Seea researchdesigntextor yourinstructorfor moredetails. Practice Exercise UsingPracticeDataSetI in AppendixB, computethemeanandstandarddevia- tion of agesfor eachvalueof maritalstatus.Whatis theaverageageof themarriedpar- ticipants?Thesingleparticipants?Thedivorcedparticipants? Section3.5 Standard Scores Description Standardscoresallowthecomparisonof differentscalesby transformingthescores intoa commonscale.Themostcommonstandardscoreis thez-score.A z-scoreis based ona standardnormaldistribution(e.g.,a meanof 0 anda standarddeviationof l). A z-score,therefore,representsthenumberof standarddeviationsaboveor belowthemean (e.9.,az-scoreof -1.5representsascoreI %standarddeviationsbelowthemean). Assumptions Z-scoresarebasedon thestandardnormal distribution.Therefore,thedistribu- tionsthatareconvertedtoz-scoresshouldbenormallydistributed,andthescalesshouldbe eitherintervalor ratio. Drawing Conclusions Conclusionsbasedonz-scoresconsistof thenumberof standarddeviationsabove or belowthemean.Forexample,astudentscores85onamathematicsexamin aclassthat hasa meanof 70andstandarddeviationof 5.Thestudent'stestscoreis l5 pointsabove theclassmean(85- 70: l5). Thestudent'sz-scoreis 3 becauseshescored3 standard deviationsabovethemean(15+ 5 :3). If thesamestudentscores90ona readingexam, witha classmeanof 80anda standarddeviationof 10,thez-scorewill be I .0because sheis onestandarddeviationabovethe mean.Thus,eventhoughher raw scorewas higheronthereadingtest,sheactuallydidbetterin relationto otherstudentsonthemathe- maticstestbecauseherz-scorewashigheronthattest. .SPSSData Format Calculatingz-scoresrequiresonlya singlevariablein SPSS.Thatvariablemustbe numerical. 27
  • 33. Chapter3 DescriptiveStatistics Running the Command Computingz-scoresis a componentof the Descriptivescommand.To accessit, click Analyze, thenDescriptive Statistics,thenDescriptives. This exampleusesthe sampledata file (SAMPLE.sav) createdin ChaptersI and2. 19 Srva*ndudi3advduosts vcriaHas Myzc eqhs Uti$tbl WMow Help ) b,lrstlK- al @nerdLlneuFbdel ) Correlate ) This will bring up the stan- dard dialog box for the Descrip- /ives command.Notice the check- box in the bottom-left corner la- beled Save standardized values as variables.Checkthis box andmove the variableGRADE into the right- handblank. Then click OK to com- pletethe analysis.You will be pre- sented with the standard output from theDescriptivescommand.Notice thatthez-scoresarenot listed.They wereinserted into thedata window asa new variable. Switch to the Data View window and examineyour data file. Notice that a new variable,called ZGRADE, has beenadded.When you askedSPSSto save standardized values,it createda new variablewith the samenameasyour old variableprecededby a Z. Thez-scoreis computedfor eachcaseandplacedin thenew variable. lr| -tsJXEb E* S€w Qpt. lrnsfam end/2. gr$t6 t*l tsr.dI c"odI HdpI ldry | elslel&l *il{|lelej sJglelffilslffilfw,qlqj $citffrtirffi Tua/Thulaiemoon Yas Yes No Mi- Reading the Output After you conductedyour analysis,the new variablewascreated.You canperform any numberof subsequentanalyseson thenew variable. Practice Exercise Using PracticeData Set2 in AppendixB, determinethez-scorethatcorrespondsto eachemployee'ssalary.Determinethe mean z-scoresfor salariesof male employeesand femaleemployees.Determinethe meanz-scorefor salariesof thetotal sample. rc11i-io- doay drnue dMonNtNs dwnnn drR$HtNs 28
  • 34. Chapter4 GraphingData Section4.1 GraphingBasics In addition to the frequencydistributions,the measuresof central tendencyand measuresof dispersiondiscussedin Chapter3, graphingis a usefulway to summarize,or- ganize,andreduceyour data.It hasbeensaidthat a pictureis worth a thousandwords.In thecaseof complicateddatasets,this is certainlytrue. With Version 15.0of SPSS,it is now possibleto makepublication-qualitygraphs usingonly SPSS.One importantadvantageof usingSPSSto createyour graphsinsteadof othersoftware(e.g.,Excel or SigmaPlot)is that the datahavealreadybeenentered.Thus, duplicationis eliminated,andthechanceof makinga transcriptionerroris reduced. Section4.2 TheNewSPSSChartBuilder DataSet For the graphingexamples,we will usea new setof data.Enterthe databelowby defining the three subjectvariablesin the Variable View window: HEIGHT (in inches), WEIGHT (in pounds),and SEX (l = male,2 = female).When you createthe variables, designateHEIGHT and WEIGHT as Scalemeasuresand SEX as a Nominal measure(in thefar-rightcolumnof the VariableView).Switchto theData Viewto enterthedatavaluesfor the 16participants.Now usetheSaveAs com- mandtosavethefile,namingit HEIGHT.sav. bCIb -- iNiomiiiai - Measure Scale HEIGHT 66 69 /5 72 68 63 74 70 66 64 60 67 64 63 67 65 WEIGHT 150 155 160 160 150 140 165 150 ll0 100 95 ll0 105 100 ll0 105 SEX I I I I I I I I 2 2 2 2 2 2 2 2 29
  • 35. Chapter4 GraphingData Make sureyou have enteredthe datacorrectlyby calculatinga mean for eachof the threevariables(click Analyze,thenDescriptive Statistics,thenDescriptives).Compare yourresultswith thosein thetablebelow. DescrlptlveStatistics N Minimum Maximum Mean srd. Dpvi2lion l-ttstuFlI WEIGHT SEX ValidN (listwise) 16 16 16 16 60.00 06 nn 1.00 74.00 165.00 2.00 66.9375 129.0625 1.5000 J.9Ub// 26.3451 .5164 Chart Builder Basics Make surethat the HEIGHT.savdatafile you createdaboveis open.In order to usethe chartbuilder,you musthavea datafile open. NewwithVersionl5.0ofSPSSistheChartBuildercom.W mand. This command is accessedusing Graphs, then Chart Builder in the submenu.This is a very versatilenew commandthat canmakegraphsof excellentquality. When you first run the Chart Builder command,you will probablybepresentedwith the following dialog box: Bcforeyur rrc thlsdalog,moasuranar*hvelshold bcsctgecrh fw cadrvadabb h yourdurt. In dtbn, f yow chartcodahscataqo*d v6d&. v*re hbds sha.rldbr &fhcd for eachcrtrgory kass O( to doflrcyorr chart, Pr6srDafineV.riaHafroportbsto mt masrcnrant brd orddhe v*.te l&b for rhartvsi$bs, :, f* non't*row $rUdalogagaFr This dialog box is askingyouto ensurethatyour variables are properly de- fined.Referto Sections1.3 and2.1 if you haddifficulty definingthevariablesusedin creatingthe datasetfor this example,or to refreshyour knowledgeof thistopic.Click oK. cc[ffy Eesknotnents Ocfknvubt# kopcrtcr.,. The Chart Builder allows you to makeany kind of graphthat is normally usedin publicationor presentation,and much of it is be- yond the scopeof this text. This text,however,will go overthe basics of the ChartBuilder sothatyou canunderstandits mechanics. On the left sideof the Chart Builder window arethe four main tabsthat let you control the graphsyou are making. The first one is theGallery tab.The Gallerytaballowsyou to choosethebasicformat ofyour graph. l"ry{Y:_ litleo/Footndar - rct"ph; Lulitieswindt ol( 30
  • 36. Chapter4 GraphingData For example, the screenshothere showsthedifferentkindsof barchartsthat theChartBuilder cancreate. After you have selectedthe basic form of graph that you want using the Gallery tab, you simply drag the image from the bottom right of the window up to the main window at the top (where it reads,"Drag a Gallery charthereto useit asyour startingpoint"). Alternatively,you can use the Ba- sicElemenlstab to drag a coordinatesys- tem (labeledChooseAxes)to the top win- dow, then drag variables and elements into thewindow. The other tabs (Groups/Point ID and Titles/Footnotes)can be usedfor add- ing other standard elements to your graphs. The examples in this text will cover some of the basic types of graphs @9Pk8: 0rr9 a 63llst ctrt fsg b re it e y* 6t'fig pohr OR Clkl m f€ 86r Ele|mb * b tulH r dwt €lsffirt bf ele|Ft Chrtpftrbv [43 airr?b deb dnsrfiom: Ll3 Aroa PleFokr Scalbillot Hbbqran HUH-ot, 8oph DJ'lAm 8artsElpnF& n"ct I cror | ,bh I you canmakewith the ChartBuilder.After a little experimentationon your own, onceyou havemasteredthe examplesin the chapter,you will soongain a full understandingof the ChartBuilder. Section4.3 Bar Charts, PieCharts,and Histograms Description Barcharts,piecharts,andhistogramsrepresentthenumberof timeseachscoreoc- cursthroughthevaryingheightsof barsor sizesof piepieces.Theyaregraphicalrepresen- tationsof thefrequencydistributionsdiscussedin Chapter3. Drawing Conclusions TheFrequenciescommandproducesoutputthatindicatesboththenumberof cases in the samplewith a particularvalueandthepercentageof caseswith thatvalue.Thus, conclusionsdrawnshouldrelateonly to describingthe numbersor percentagesfor the sample.If thedataareatleastordinalin nature,conclusionsregardingthecumulativeper- centagesand/orpercentilescanalsobedrawn. SPSSData Format Youneedonlvonevariableto usethiscommand. 3l
  • 37. Chapter4 GraphingData Running the Command The Frequenciescommandwill produce graphicalfrequencydistributions.Click Analyze, then Descriptive Statistics, then Frequencies. You will be presentedwith the maindialog box for the Frequenciescommand,where you can enter the variablesfor which vou would like to | *nalyze Gr;pk Udties Window Hdp creategraphsor charts.(SeeChapter3 for otheroptionswith this command.) You will receive the charts for any variables lectedin the mainFrequenciescommanddialog box. Output The bar chartconsistsof a I'axis, representingthe frequency,andanXaxis, representingeachscore.Note that the only valuesrepresentedon the X axis are thosevalues with nonzerofrequencies(61, 62, and 7l arenot repre- sented). h.lgtrt 66.!0 67.m 68.00 h.lght G a ,I a L t LiwLlW .a'fJul (6fnpSg MBan* ) GeneralLinearMsdel) Click the Charts button at the bot- tom to producefrequencydistributions.This will giveyou theChartsdialogbox. Therearethreetypesof chartsavail- able with this command: Bar charts, Pie charts, andHistograms. For eachtype, the I axis can be either a frequencycount or a percentage(selectedwith the Chart Values option). );,r.: xl 0Kl n"*dI c"!q I l1t"l 65.00 70.s
  • 38. Chapter4 GraphingData NEUMAf{l{COLLEiSELt*i:qARy A$TO|',J,pA .igU14 hclght The pie chart showsthe per- centageof the whole that is repre- sentedby eachvalue. The Histogramcommandcre- atesa groupedfrequencydistribution. Therangeof scoresissplitintoevenly spacedgroups.The midpointof each groupis plottedon theX axis,andthe I axisrepresentsthenumberof scores for eachgroup. If you select With Normal Curve,a normalcurvewill be super- imposedoverthedistribution.Thisis very usefulin determiningif the dis- tribution you have is approximately normal.The distributionrepresented hereis clearlynot normaldueto the asymmetryof thevalues. h166.9l S. Oae,.lr07 flrl0 Practice Exercise UsePracticeDataSet I in AppendixB. After you haveenteredthe data,constructa histogramthat representsthe mathematicsskills scoresanddisplaysa normal curve,anda barchartthatrepresentsthe frequenciesfor thevariableAGE. Section4.4 Scatterplots Description Scatterplots(also called scattergramsor scatterdiagrams)display two values for eachcasewith a mark on thegraph.TheXaxis representsthevaluefor onevariable.The I axisrepresentsthevaluefor the secondvariable. s0.00 t3r0 €alr 05!0 66.00 67.!0 Gen0 !9.!0 tos nfit 13!o il.m h.lght JJ
  • 39. Chapter-1 GraphingData Assumptions Bothvariablesshouldbeintervalor ratio scales.If nominalor ordinaldataare used,becautiousaboutyourinterpretationof thescattergram. .SPSSData Format Youneedtwovariablestoperformthiscommand. Running the Command You can producescatterplotsby clicking Graphs, then Chart Builder. (Note:You canalsousetheLegacyDialogs. For this method, pleaseseeAppendixF.) r l0l ln Gallerv Choose from: selectScatter/Dol.ThendragtheSimple Scatter icon (top left) up to the main chart areaas shownin the screenshotat left. Disre- gardtheElementPropertieswindow thatpops up by choosingClose. Next,dragtheHEIGHT variableto the X-Axis area,and the WEIGHT variableto the Y-Axisarea(rememberthat standardgraphing conventionsindicate that dependent vari- ablesshouldbe I/ andindependentvariables shouldbeX. This would meanthat we aretry- ing to predictweightsfrom heights).At this point,your screenshouldlook like the exam- ple below. Note that your actual data arenot shown-just a setof dummy values. Wrilitll'.,: ,, .Jol V*l&bi: ^ry.J Y*J - '"? | Click OK. You should graph(nextpage)asOutput. get your new orrq a 6ilby (h*t fes b & it e tl ".:';oon, l ln iLs clr* s fE Bs[ pleitbnb t b b krth 3 cfst Bleffit by €l8ffit Chrifrwr* (& mtrpb dstr Ctffii'w: Frwih Si LtE lr@ Fb/Fq|n gnt$rrOol l,lbbgran HlgfFl"tr l@bt Ral Ars iEbM{ Ffip*t!4., opbr., I 6raph* ulfftlqs Wnd 8n Lh PlrifsLa Scfflnal xbbrs Hg||rd 34 , x**J" s*J ...ryFl
  • 40. Chapter4 GraphingData Output Theoutputwill consistofamarkforeachparticipantattheappropriateX and levels. Adding a Third Variable Eventhoughthe scatterplotis a two-dimensionalgraph,it canplota third variable.To make it do so, selectthe Groups/PointID tabin theChartBuilder. Click theGrouping/stackingvariableop- tion.Again,disregardtheElementProp- ertieswindow that popsup. Next, drag thevariableSEXintotheupper-rightcor- ner whereit indicatesSet Color.When thisis done,yourscreenshouldlooklike theimageat right.If you arenotableto dragthevariableSEX,it maybebecause it is notidentifiedasnominalor ordinal in the VariableViewwindow. Click OK to haveSPSSproduce thegraph. arlo i?Jo ?0.00 t:.${ hdtht !|||d d*|er btrdtn- b$tdl l- cotrnrcpr:tvr$ I- aontpl*rt 35
  • 41. Chapter4 GraphingData Now our outputwill havetwo differentsetsof marks.One setrepresentsthe male participants,and the secondsetrepresentsthe femaleparticipants.Thesetwo setswill ap- pearin two differentcolorson your screen.You canusethe SPSScharteditor(seeSection 4.6) to makethemdifferentshapes,asshownin theexamplebelow. os 65,00 67.50 helght Practice Exercise UsePracticeDataSet2 in AppendixB. Constructa scatterplotto examinetherela- tionshipbetweenSALARYandEDUCATION. Section4.5 AdvancedBar Charts Description Bar chartscan be producedwith the Frequencie.scommand(seeSection4.3). Sometimes.however.we areinterestedin a barchartwherethe I/ axisis nota frequency. To producesuchachart,weneedtousetheBarchartscommand. SPSSData Format You need at least two variablesto perform this command.There are two basic kinds of bar charts-those for between-subjectsdesignsand thosefor repeated-measures designs.Usethebetween-subjectsmethodif onevariableis theindependentvariable and the other is the dependentvariable. Use the repeated-measuresmethodif you havea de- pendentvariable for eachvalueof theindependentvariable (e.g.,you would havethree sPx iil 60.00 36
  • 42. Chapter4 GraphingData variablesfor a designwith threevaluesof the independentvariable).This normallyoc- curswhenyou makemultiple observationsovertime. This exampleusesthe GRADES.savdatafile, which will be createdin Chapter6. Pleaseseesection6.4 forthedataif you would like to follow along. Running the Command Open the Chart Builder by clicking Graphs, then Chart Builder. In the Gallery tab, selectBar. lf you had only one inde- pendent variable, you would selectthe SimpleBar chart example (top left corner).If you havemore thanone independentvariable (as in this example), tfldr( select the Clustered Bar Chart example from themiddle of the top row. Drag the exampleto the top work- ing area. Once you do, the working area should look like the screenshotbelow. (Note that you will need to open the data file you would like to graphin order to run thiscommand.) h4 | G.laryahd lsr to @ t 6 p cfwxry m ffi * $r 0* dds t bto h.td. drr drrrl by.lr!* y"J .*t I r,* | :gi lh. y*rfts yu vttdld {a b. rsd te grmt! yw d.t, rh ffi qa..dr vrt d. {db. Edr.*6ot.' h *. dst, vtlB enpcr*.dby |SddSri,lARV vrtdb cdon d b Ur Yd. Vrtdrr U* d.ftr (&gqb n.ryst d !d c *rdd nDe(rd*L, **h o b. red o. c&eskd d q 6 . gdslo a F Ftrg Yrt aic. Cdtfry LSdrl f o,-l ryl *.r! "l If you are using a repeated-measuresdesign like our example here using GRADES.savfrom Chapter6 (threedifferent variablesrepresentingthe i valuesthat we want),you needto selectall threevariables(you can<Ctrl>-clickthemto selectmultiple variables)andthendragall threevariablenamesto the Y-Axisarea.Whenyou do. vou will be giventhewarningmessageabove.Click OK. tG*ptrl uti$Ueswh& l?i;ffitF.t- d'd{4rfr trrd... /ft,Jthd) /l*n*|ts,., dq*oAtrm, , 9{ m hlpd{ sc.ffp/Dat tffotm tldrtff 60elot oidA# JI
  • 43. Chapter4 GraphingData ,'rsji,. *lgl$ *rrrt plYkrlur.r ollmbdaa. 8{ Lll. ,fat H.JPd., t(.&|rih Krtogrqn HCtstoef loxpbt orrl Axas ir?i:J g; '! I' ;:Nl iai inilrut lr &t: nt r*dlF*... dnif*ntmld,.. /tudttbdJ {i*rEkucrt}&"., &rcqsradtrcq,,. n"i* l. crot J rr! | Output Practice Exercise Use PracticeData Set I in Appendix B. Constructa clusteredbar graphexamining the relationshipbetweenMATHEMATICS SKILLS scores(as the OepenOentvariabtej and MARITAL STATUS and SEX (as independentvariables).Make sureyou classify bothSEX andMARITAL STATUSasnominalvariables. Next, you will need to dragthe INSTRUCT variableto the top right in the Cluster: set color area (see screenshotat left). Note: The Chart Builder pays attention to the types of vari- ablesthat you ask it to graph.If you are getting etTormessages or unusualresults,be sure that your categorical variables are properly designatedas Nominal in the Variable View tab (See Chapter2, Section2.l). 38
  • 44. Chapter4 GraphingData Section4.6 EditingSPSSGraphs Whatever command you use to createyour graph,you will probably want to do some editing to make it appearexactly as you want it to look. In SPSS,you do this in much the sameway thatyou edit graphs in other software programs(e.g.,Excel).After your graph is made, in the output window, select your graph (this will createhandlesaroundthe out- sideof the entireobject)and right- click. Then. click SPSS Chart Object, and click Open. Alter- natively,you can double-clickon the graphto openit for editing. Whenyou openthe graph,theChartEditor window andthe correspondingProper- lies window will appear. qb li. lin.tlla. *rll..!!lflE.!l ,, ;l 61f L:lr!.H;gb.tct-]pu1 ri IE :,- r--."1 Ittttr tlttIr tllrwel w&&$!{!rJ JJJJ-JJ JJJJJJ .nlqrlcnl,f,,!sl r 9-,I rt fil mlryl OnceChart Editor is open,you caneasilyedit eachelementof the graph.To select an element,just click on the relevantspoton the graph.For example,if you haveaddeda title to your graph("Histogram" in the examplethat follows), you may selectthe element representingthetitle of the graphby clicking anywhereon the title. FFF,FfuFF|*"'4F&'E' cFtA$-qli*LBul0l al ll rI q *. $r ;l Jxr F4*.it.r":!..* ltliL&{ il.dk'nl 39
  • 45. Chapter4 GraphingData jn ExYt ltb":€klgtH,U:; Li ^'irsGssir :J*ro:l A I 3 *l.A-I,-- Onceyou haveselected an element, you can tell whether the correct elementis selectedbecauseit will have handlesaroundit. If the item you have selectedis a text element(e.g., the title of the graph),a cursor will be presentandyou canedit the text asyou would in a word processing program. If you would like to change another attributeof the element(e.g., the color or font size),usethe Propertiesbox. (Text properties areshownbelow.) With a linle practice, you can make excellentgraphs using SPSS.Once your graph is formattedthe way you want it, simply select File, Save, then Close. $o gdt lbw gsion Ek $vr {hat Trm$tr,,, Spdy$a*Tmpt*c.,. flpoft {bdt rf'.|1,,, trTT.":.TJ*"' .'*t A:r::-' o,tl*" ffiln*fot*.1 P?*l!r h ?frtmd Sa . . AaBbCc123 gltaridfu; Ua*tr$Sie 40
  • 46. Chapter5 PredictionandAssociation Section5.1 PearsonCorrelation Coefficient Description ThePearsoncorrelationcoefficient(sometimescalledthePearsonproduct-moment correlationcoefficientor simplythePearsonr) determinesthestrengthof thelinearrela- tionshipbetweentwovariables. Assumptions Bothvariablesshouldbemeasuredonintervalor ratio scales(or a dichotomous nominalvariable).If a relationshipexistsbetweenthem,thatrelationshipshouldbelinear. Becausethe Pearsoncorrelationcoefficientis computedwith z-scores,both variables shouldalsobenormallydistributed.If yourdatado notmeettheseassumptions,consider usingtheSpearmanrhocorrelationcoefficientinstead. SP.SSData Format Two variablesarerequiredin yourSPSSdatafile.Eachsubjectmusthavedatafor bothvariables. 4 n 1 .. n"."tI ry{l i*l lfratyil qapns Reportr Utl&i*s t#irdow Heb ) ) ) ) Move at leasttwo variablesfrom the box at left into the box at right by usingthe transferarrow (or by double-clickingeach variable).Make surethat a check is in the Pearson box under Correlation Cofficients. It is acceptableto move more thantwo variables. 4l Running the Command To selectthe Pearsoncorrelationcoefficient, click Analyze, then Conelate, then Bivariate (bivariate refers to two variables).This will bring up the Bivariate Correlations dialog box. This exampleusesthe HEIGHT.sav data file enteredat the startof Chapter4. Vdri.blcr I I I rqslDescripHveSalirtk* CcmparaHranr ue"qer:dlirwarmo{d . .i lwolalad {. 0rG-tr8.d 9@,.1
  • 47. Chapter5 PredictionandAssociation For our example,we will move all threevariablesoverandclick OK. Reading the Output The output consists of a correlation matrix. Every variableyou enteredin the command is represented asboth a row and a column.We entered three variables in our command. Therefore,we havea 3 x 3 table.There are also three rows in each cell-the correlation,the significancelevel, and Vdi{$b* OX I lsffi -N- ml/'* I Tc* d $lrfmma*--*=*-*:-**-*l l_i::x- .--i 17Flag{flbrrcorda&rn nql :rydl !4 1 the N. If a correlation is signifi- cant at lessthan the .05 level, a single * will appearnext to the correlation.If it is significantat the .01 levelor lower, ** will ap- pear next to the correlation. For example, the correlation in the output at right has a significance level of < .001, so it is flagged with ** to indicatethat it is less than.01. To read the correlations. selecta row and a column. For example,the correlationbetweenheightandweight is determinedthroughselectionof the WEIGHT row andthe HEIGHT column(.806).We get the sameanswerby selectingthe HEIGHT row and the WEIGHT column.The correlationbetweena variableand itself is alwaysl, sothereis a diagonalsetof I s. Drawing Conclusions The correlationcoefficientwill be between-1.0 and+1.0.Coefficientscloseto 0.0 representa weakrelationship.Coefficientscloseto 1.0or-1.0 representa strongrelation- ship. Generally,correlationsgreaterthan 0.7 areconsideredstrong.Correlationslessthan 0.3 areconsideredweak.Correlationsbetween0.3 and0.7areconsideredmoderate. Significant correlationsare flaggedwith asterisks.A significant correlationindi- catesa reliablerelationship,but not necessarilya strongcorrelation.With enoughpartici- pants,a very small correlationcan be significant.PleaseseeAppendix A for a discussion of effect sizesfor correlations. Phrasinga SignificantResult In the exampleabove,we obtaineda correlationof .806 betweenHEIGHT and WEIGHT. A correlationof .806is a strongpositivecorrelation,andit is significantat the .001level.Thus,we couldstatethefollowingin a resultssection: Correlations heioht weioht sex netgnt Pearsonuorrelalron Sig.(2-tailed) N 1 16 .806' .000 16 -.644' .007 16 weight PearsonCorrelation Sig.(2-tailed) N .806' .000 16 I 16 .968' .000 16 sex PearsonCorrelation Sig.(2-tailed) N -.644' .007 16 -.968' .000 16 1 16 ". Correlationis significantat the 0.01levet(2-tailed). 4/
  • 48. Chapter5 PredictionandAssociation A Pearsoncorrelationcoefficientwascalculatedfor the relationshipbetween participants'height and weight. A strong positive correlationwas found (r(14) : .806,p < .001),indicatinga significantlinearrelationshipbetween thetwo variables.Tallerparticipantstendto weighmore. The conclusionstatesthe direction(positive),strength(strong),value (.806),de- greesof freedom(14), and significancelevel (< .001)of the correlation.In addition,a statementof directionis included(talleris heavier). Note thatthedegreesof freedomgivenin parenthesesis 14.The outputindicatesan N of 16.While mostSPSSproceduresgive degreesof freedom,the correlationcommand givesonly theN (thenumberof pairs).For a correlation,thedegreesof freedomis N - 2. Phrasing ResultsThat Are Not Significant Usingour SAMPLE.savdataset from the previous chapters,we could calculatea correlationbetweenID and GRADE. If so, we get the outPut at right.Thecorrelationhasa significance level of .783.Thus,we could write the following in a resultssection(notethat thedegreesof freedomis N - 2): A Pearsoncorrelationwas calculatedexaminingthe relationshipbetween participants' ID numbers and grades.A weak correlation that was not significantwasfound(, (2): .217,p > .05).ID numberis notrelatedto grade in thecourse. Practice Exercise UsePracticeDataSet2 in AppendixB. Determinethe valueof the Pearsonconela- tion coefficientfor therelationshipbetweenSALARY andYEARS OF EDUCATION. Section5.2 SpearmanCorrelationCoeflicient Description The Spearmancorrelationcoefficientdeterminesthe strengthof the relationshipbe- tweentwo variables.It is a nonparametricprocedure.Therefore,it is weakerthanthe Pear- soncorrelationcoefficient.but it canbe usedin moresituations. Assumptions Becausethe Spearmancorrelationcoefficientfunctionson the basisof the ranksof data,it requiresordinal (or interval or ratio) datafor both variables.They do not needto be normallydistributed. Correlations ID GRADE lD PearsonUorrelatlon Sig.(2{ailed) N 1.000 4 .217 7A? 4 GMDE PearsonCorrelation Sig.(2-tailed) N .217 .783 4 1.000 4 43
  • 49. Chapter5 PredictionandAssociation SP.SSData Format Two variablesarerequiredin yourSPSSdatafile. Eachsubjectmustprovidedata forbothvariables. Running the Command Click Analyze, then Correlate, then Bivariate.This will bringup themaindialogbox for Bivariate Correlations(ust like the Pearson correlation). About halfway down the dialog box, there is a sectionfor indicatingthe type of correlationyou will compute.You can selectas many correlationsasyou want. For our example, removethecheckin thePearsonbox (by clicking on it) andclick on theSpearmanbox. |;,rfiy* Grapk Utilitior wndow Halp i*CsreldionCoefficientsj j f f"igs-"jjl- fienddrstzu.b Use the variablesHEIGHT and WEIGHT from ourHEIGHT.savdatafile (Chapter4). This is also one of the few commandsthat allows you to choosea one-tailedtest.if desired. Reading the Output The output is essen- tially the sameas for the Pear- son correlation.Each pair of variables has its correlation coefficientindicatedtwice.The Spearmanrho can range from -1.0 to +1.0,just like thePear- sonr. The output listed above indicatesa correlationof .883 betweenHEIGHT and WEIGHT. Note the significancelevelof .000,shownin the "Sig. (2-tailed)"row. This is, in fact,a significancelevel of <.001. The actualalphalevelroundsout to.000, but it is not zero. Drawing Conclusions The correlationwill bebetween-1.0 and+1.0.Scorescloseto 0.0representa weak relationship.Scorescloseto 1.0or -1.0 representa strongrelationship.Significantcorrela- tions are flaggedwith asterisks.A significantcorrelationindicatesa reliablerelationship, but not necessarilya strongcorrelation.With enoughparticipants,a very small correlation can be significant.Generally,correlationsgreaterthan 0.7 are consideredstrong.Correla- tions lessthan 0.3 are consideredweak. Correlationsbetween0.3 and 0.7 arc considered moderate. RrFarts ) I Oescri$iveStatistics ) ComparcMeans ) " GenerdLinearf{udel ) Correlations HEIGHT WEIGHT Spearman'srho HEIGHT CorrelationCoeflicient Sig.(2-tailed) N ffi Sig.(2-tailed) N 1.000 16 tr-4. .000 16 .883 .000 't6 1.000 16 ". Correlationis significantat the .01 level(2-tailed) 44
  • 50. Chapter5 PredictionandAssociation PhrasingResultsThatAreSignificant In the exampleabove,we obtaineda correlationof .883 betweenHEIGHT and WEIGHT. A correlationof .883is a strongpositivecorrelation,andit is significantat the .001level.Thus,we couldstatethefollowingin a resultssection: A Spearmanrho correlationcoefficientwas calculatedfor the relationship betweenparticipants'height and weight. A strongpositive correlationwas found (rho (14):.883, p <.001), indicatinga significantrelationship betweenthetwo variables.Tallerparticipantstendto weighmore. The conclusionstatesthe direction(positive),strength(strong),value(.883),de- greesof freedom(14), and significancelevel (< .001)of the correlation.In addition,a statementof directionis included(talleris heavier).Notethatthedegreesof freedomgiven in parenthesesis 14.TheoutputindicatesanN of 16.For a correlation,thedegreesof free- domisN-2. Phrasing ResultsThat Are Not Significant Using our SAMPLE.sav datasetfrom the previouschapters, we couldcalculatea Spearmanrho correlation between ID and GRADE. If so, we would get the output at right. The correlationco- efficientequals.000andhasa sig- nificancelevelof 1.000.Note thatthoughthis valueis roundedup and is not, in fact,ex- actly 1.000,we couldstatethefollowingin a resultssection: A Spearmanrho correlationcoefficientwas calculatedfor the relationship betweena subject'sID numberand grade.An extremelyweak correlation thatwasnot significantwasfound(r (2 = .000,p > .05).ID numberis not relatedto gradein thecourse. Practice Exercise UsePracticeDataSet2 in AppendixB. Determinethe strengthof the relationship betweensalaryandjob classificationby calculatingtheSpearmanr&ocorrelation. Section 5.3 Simple Linear Regression Description Simplelinearregressionallowsthepredictionof onevariablefrom another. Assumptions Simplelinearregressionassumesthatboth variablesareinterval- or ratio-scaled. In addition,the dependentvariable shouldbe normallydistributedaroundthe prediction line. This, of course,assumesthat the variablesare relatedto eachotherlinearly.Typi- Correlations to GRADE Spearman'srho lD CorrelationCoenicten Sig.(2{ailed) N ffi Sig. (2{ailed) N 000 .UUU 1.000 .000 1.000 4 1.000 45
  • 51. Chapter5 PredictionandAssociation cally, both variablesshouldbe normally distributed.Dichotomousvariables (variables with only two levels)arealsoacceptableasindependentvariables. .SPSSData Format Two variablesare requiredin the SPSSdata file. Each subjectmust contributeto bothvalues. Running the Command Click Analyze, thenRegression,then Linear. This will bring up the main diatog box for LinearRegression.On theleft sideof the dialog box is a list of the variablesin your datafile (we areusingthe HEIGHT.sav data file from the start of this section).On the right are blocks for the dependent variable (the variable you are trying to predict),and the independentvariable (the variablefrom whichwe arepredicting). 0coandart t '-J ff*r,'-- Aulyze Graphs R;porte LJtl$ties Whdow Help ' Descrptive5tatistkf ComparcMems Generallinear frlod ' Corrolate > ) l j iL,:,,,r,,,'l u* I i -IqilItd.p.nd6r(rl I Crof I rrr Pm- i Er{rl Ucitbd lErra :J SdrdhVui.bh estimategivesyou a measure of dispersionfor your predic- tion equation. When the predictionequationis used. 68%of thedatawill fallwithin ModelSummary Model R R Square Adjusted R Souare Std.Errorof theEstimate 1 .E06 .649 .624 16.14801 a. Predictors:(Constant),height Ar-'"1 Est*6k I'J WLSWaidrl: sui*br...I pbr.. I Srrs...I Oaly*..I Variables Entered/Removed section. For our example,you shouldseethis output.R Square(calledthe coeflicientof determi- nation) givesyou theproportionof thevarianceof your dependentvariable (yEIGHT) thatcanbe explainedby variationin your independentvariable (HEIGHT). Thus, 649% of the variationin weight can be explainedby differencesin height (talier individuals weighmore). The standard error of Modetsummarv Clasifu ) DataReductbn ) We are interestedin predicting someone'sweighton thebasisof his or her height.Thus, we shouldplace the variable WEIGHT in the dependent variable block and the variable HEIGHT in the independentvariable block.Thenwe canclick OK to run the analysis. Reading the Output For simple linear regressions, we are interestedin three components of the output. The first is called the Model Summary,and it occursafterthe lt{*rt* 46
  • 52. Chapter5 PredictionandAssociation onestandard error of estimate(predicted)value.Justover 95ohwill fall within two stan- dard errors.Thus, in the previousexample,95o/oof the time, our estimatedweight will be within32.296poundsof beingcorrect(i.e.,2x 16.148:32.296). ANOVAb Model Sumof Sorrares df Mean Souare F Sio. 1 Kegressron Residual Total 6760.323 3650.614 10410.938 I 14 15 6760.323 260.758 25.926 .0004 a' Predictors:(Constant),HEIGHT b.DependentVariable:WEIGHT The secondpart of the outputthatwe areinterestedin is the ANOVA summaryta- ble, asshownabove.The importantnumberhereis the significancelevel in the rightmost column.If that valueis lessthan.05,thenwe havea significantlinearregression.If it is largerthan.05,we do not. The final sectionof the outputis thetableof coefficients.This is wherethe actual predictionequationcanbe found. Coefficientt' Model Unstandardized Coefficients Standardized Coefficients t Sio.B Std.Error Beta 1 (Constant) height -234.681 5.434 71.552 1.067 .806 -3.280 5.092 .005 .000 a. DependentVariable:weight In mosttexts,you learnthat Y' : a + bX is the regressionequation.f' (pronounced "Y prime") is your dependentvariable (primesarenormally predictedvaluesor depend- ent variables),andX is your independentvariable. In SPSSoutput,the valuesof botha andb arefoundin theB column.The first value,-234.681,is thevalueof a (labeledCon- stant).The secondvalue,5.434,is the valueof b (labeledwith thenameof the independ- ent variable). Thus, our prediction equation for the example above is WEIGHT' : -234.681+ 5.434(HEIGHT).In otherwords,theaveragesubjectwho is an inchtallerthan anothersubjectweighs5.434poundsmore.A personwho is 60 inchestall shouldweigh -234.681+ 5.434(60):91.359pounds.Givenourearlierdiscussionof standarderror of estimate,95ohof individualswho are60 inchestall will weighbetween59.063(91.359- 32.296: 59.063)and123.655(91.359+ 32.296= 123.655)pounds. /: " I 47
  • 53. Chapter5 PredictionandAssociation Drawing Conclusions Conclusionsfrom regressionanalysesindicate(a) whetheror not a significantpre- diction equationwas obtained,(b) the directionof the relationship,and (c) the equation itself. Phrasing Results That Are Significant In the exampleson pages46 and47, we obtainedanR Squareof .649anda regres- sion equationof WEIGHT' : -234.681+ 5.434(HEIGHT). The ANOVA resultedin .F= 25.926with I and 14 degreesof freedom.The F is significantat the lessthan .001 level. Thus,we could statethe following in a resultssection: A simple linear regressionwas calculatedpredicting participants'weight basedon theirheight.A significantregressionequationwasfound(F(1,14): 25.926,p < .001),with anR' of .649.Participants'predictedweight is equal to -234.68 + 5.43 (HEIGHT) poundswhen height is measuredin inches. Participants'averageweightincreased5.43poundsfor eachinchof height. The conclusionstatesthe direction(increase),strength(.649), value (25.926),de- greesof freedom(1,14),and significancelevel (<.001) of the regression.In addition,a statementof theequationitselfis included. Phrasing ResultsThatAre Not Significant If the ANOVA is not significant (e.g.,seethe outputat right),the section of the output labeled SE for the ANOVA will be greaterthan .05,andthe regressionequationis not significant.A results section might include the followingstatement: A simple linear regressionwas calculatedpredictingparticipants' ACT scoresbasedon their height. The regressionequationwas not significant(F(^1,14): 4.12,p > .05)with an R' of .227.Heightis not a significantpredictorof ACT scores. llorlol Srrrrrrry Hodel R Souare Adjuslsd R Souare Std.Eror of lh. Fslimale attt 221 112 3 06696 a. Predlclors:(Constan0,h8lghl a. Prodlclors:(Conslan0.h8lghl b. OependentVarlableracl Cootlklqrrr Hod€l Unstandardiz€d Slandardizsd Siots Std.Erol Bsta (u0nslan0 hei9hl | 9.35I -.411 13590 203 . r17 J OJI .2030 003 062 a. OBDendsnlva.iable:acl Note that for resultsthat arenot significant,the ANOVA resultsandR2resultsare given,but theregressionequationis not. Practice Exercise Use PracticeData Set2 in Appendix B. If we want to predictsalaryfrom yearsof education,what salarywould you predict for someonewith l2 yearsof education?What salarywould you predictfor someonewith a collegeeducation(16 years)? rt{)vP Xodel Sumof dl xeanSouare t Slo Rssldual Tolal JU/?U r31688 170t38 I 1a t5 I 408 4.12U 0621 48
  • 54. Chapter5 PredictionandAssociation Section5.4 MultipleLinearRegression Description The multiple linear regressionanalysisallows the predictionof one variablefrom severalothervariables. Assumptions Multiple linearregressionassumesthat all variablesareinterval- or ratio-scaled. In addition,the dependentvariable shouldbe normally distributedaroundthe prediction line. This, of course,assumesthatthe variablesarerelatedto eachother linearly.All vari- ablesshouldbe normallydistributed.Dichotomousvariablesarealsoacceptableasinde- pendentvariables. ,SP,S,SData Format At leastthreevariablesarerequiredin the SPSSdatafile. Eachsubjectmust con- tributeto all values. RunningtheCommand ClickAnalyze,thenRegression,thenLinear. This will bring up the maindialog box for Linear Regression.On theleft sideof thedialogbox is a list of thevariablesin your datafile (we areusing the HEIGHT.savdata file from the start of this chapter).On the right sideof the dialog box are blanksfor thedependentvariable(thevariableyou aretryingto predict)andtheindependentvariables (thevariablesfromwhichyouarepredicting). Dmmd* l-...G LLI l&-*rt I At"h* eoptrc utiltt 5 t{,lrdq., }l+ i &ry!$$sruruct Cglpsaftladls GarnrdLhcar ldd S€lcdirnVdir* fn f*---*-- ,it'r:,I Cs Lrbr&: Er- '--- ti4svlit{ Li-Jr- sr"u*t.I Pr,rr...I s* | oei*. I We are interested in predicting someone'sweightbasedon his or herheight and sex. We believe that both sex and height influenceweight. Thus, we should placethe dependentvariable WEIGHT in the Dependentblock and the independent variables HEIGHT and SEX in the Inde- pendent(s)block.Enterbothin Block l. This will perform an analysisto de- termine if WEIGHT can be predictedfrom SEX and/or HEIGHT. There are several methods SPSS can use to conduct this analysis. These can be selectedwith the Methodbox. MethodEnter. themostwidely .roj I n{.rI ryl tb.l 49
  • 55. Chapter5 PredictionandAssociation used,puts all variablesin the methodsuse variousmeansto Click OK to run theanalvsis. UethodlE,rt-rl ReadingtheOutput For multiplelinearregres- sion,therearethreecomponentsof the outputin which we are inter- ested.Thefirstis calledtheModel Summary,whichis foundafterthe VariablesEntered/Removedsection.For our example,you shouldget the outputabove.R Square(calledthe coefficientof determination)tellsyou the proportionof the variance in thedependentvariable (WEIGHT) thatcanbe explainedby variationin theindepend- ent variables(HEIGHT andSEX,in thiscase).Thus,99.3%of thevariationin weightcan be explainedby differencesin height and sex (taller individuals weigh more, and men weigh more).Note that when a secondvariableis added,our R Squaregoesup from .649 to .993.The .649wasobtainedusingtheSimpleLinearRegressionexamplein Section5.3. The StandardError of the Estimategives you a margin of error for the prediction equation.Usingthepredictionequation,68%oof thedatawill fall within onestandard er- ror of estimate(predicted)value.Justover95% will fall within two standard errors of estimates.Thus, in the exampleabove,95ohof the time, our estimatedweight will be within 4.591(2.296x 2) poundsof beingcorrect.In our SimpleLinearRegressionexam- ple in Section5.3,thisnumberwas32.296.Notethehigherdegreeof accuracy. The secondpart of the outputthatwe areinterestedin is the ANOVA summaryta- ble. For more informationon readingANOVA tables,referto the sectionson ANOVA in Chapter6. For now, the importantnumberis the significancein the rightmostcolumn.If thatvalueis lessthan.05,we havea significantlinearregression.If it is largerthan.05,we do not. equation,whether they are significant or not. The other enter only thosevariablesthat are significant predictors. ModelSummary Model R R Souare Adjusted R Square Std.Errorof theEstimate .99 .993 .992 2.29571 a. Predictors:(Constant),sex,height eHoveb Model Sumof Souares df MeanSouare F Sio. xegresslon Residual Total 0342424 68.514 10410.938 z 13 15 5171.212 5.270 v61.ZUZ .0000 a. Predictors:(Constant),sex,height b. DependentVariable:weight The final sectionof outputwe areinterestedin is thetableof coefficients.This is wherethe actualpredictionequationcanbe found. 50
  • 56. Chapter5 PredictionandAssociation Coefficientf Model Unstandardized Coefficients Standardized Coefficients t Sio.B Std.Error Beta 1 (Constant) height sex 47j38 2.101 -39.133 14.843 .198 1.501 .312 -.767 176 10.588 -26.071 .007 .000 .000 a. DependentVariable:weight In mosttexts,you learnthat Y' = a + bX is theregressionequation.For multiple re- gression,our equationchangesto l" = Bs+ B1X1+ BzXz+ ... + B.X.(where z is thenumber of IndependentVariables).I/' is your dependentvariable, andtheXs areyour independ- ent variables. The Bs arelistedin a column.Thus,our predictionequationfor theexample aboveis WEIGHT' :47.138 - 39.133(SEX)+ 2.101(HEIGHT)(whereSEX is codedas I : Male, 2 = Female,andHEIGHT is in inches).In otherwords,the averagedifferencein weight for participantswho differ by one inch in heightis 2.101pounds.Malestendto weigh 39.133poundsmore than females.A femalewho is 60 inchestall shouldweigh 47.138- 39.133(2)+ 2.101(60):94.932 pounds.Givenour earlierdiscussionof thestan- dard error of estimate,95o/oof femaleswho are60 inchestall will weighbetween90.341 (94.932- 4.591: 90.341)and99.523(94.932+ 4.591= 99.523)pounds. Drawing Conclusions Conclusionsfrom regressionanalysesindicate(a) whetheror not a significantpre- diction equationwas obtained,(b) the direction of the relationship,and (c) the equation itself. Multiple regressionis generallymuch more powerful than simple linear regression. Compareour two examples. With multipleregression,you mustalsoconsiderthe significancelevelof eachin- dependentvariable. In the exampleabove,the significancelevel of both independent variablesis lessthan.001. PhrasingResultsThatAreSignificant In our example,we obtainedan R Squareof.993 anda regressionequa- tion of WEIGHT' = 47.138 39.133(SEX)+ 2.101(HEIGHT).The ANOVA resultedin F: 981.202with2 and 13degreesof freedom.F is signifi- cantatthelessthan.001level.Thus.we couldstatethefollowinein aresultssec- tion: MorblSratrtny xodsl R Souars Adlusted R Souare Std.Eror of lheEstimatg .997. 992 2 2C5r1 a Prsdictorsr(Conslan0,sex,hsighl a.Predlctors:(Conslan0,ser,hoighl b. OspBndontVariabloreighl ANr:rVAD Xodel Sumof Sdrrrraq dt XeanSouare I Heorsssron Residual Tutal ru3t2.424 68.5t4 |0410.938 2 15 5171212 981202 000r Coefllcldasr Xodel Unslanda.dizsd Slandardizad I SioStd.Eror Beta hei0hl sex at 38 2.101 .39.133 4 843 .198 L501 .312 3 t6 10.588 -26.071 007 000 000 a.DepsndenlVarlabl€:rei0hl 5l
  • 57. Chapter5 PredictionandAssociation A multiple linear regressionwas calculatedto predict participants'weight basedon their height and sex.A significantregressionequationwas found (F(2,13): 981.202,p < .001),with an R' of .993.Participants'predicted weightis equalto 47.138- 39.133(SEX)+ 2.10l(HEIGHT),whereSEX is coded as I = Male, 2 : Female,and HEIGHT is measuredin inches. Participantsincreased2.101 pounds for each inch of height, and males weighed 39.133 pounds more than females.Both sex and height were significantpredictors. The conclusionstatesthe direction(increase),strength(.993),value(981.20),de- greesof freedom(2,13),and significancelevel (< .001)of the regression.In addition,a statementof the equationitself is included.Becausetherearemultiple independent vari- ables,we havenotedwhetheror noteachis significant. Phrasing ResultsThat Are Not Significant If the ANOVA does not find a significantrelationship,the Srg section of the output will be greaterthan .05, and the regressionequationis not sig- nificant. A resultssectionfor the output at right might include the following statement: A multiple linear regressionwas calculated predicting partici- pants'ACT scoresbasedon their height and sex. The regression equation was not significant (F(2,13): 2.511,p > .05)withan R" of .279. Neither height nor weight is a significantpredictor of lC7" scores. llorlel Surrrwy XodBl x R Souare AdtuslBd R Souare Std Eror of 528. t68 3 07525 a Prsdlclors:(ConslanD.se4hel9ht a Pr€dictors:(ConslanD,se( hsight o.OoDendBnlVaiabloracl Coetllclst 3r Yodel Unstandardizsd Cosilcisnls Standardized Coeilcionts stdSld E.rol Beia I (Constan0 h€l9hl s€x oJttl - 576 -t o?? 19.88{ .266 2011 -.668 - 296 3.102 2.168 - s62 007 019 35{ Notethatforresultsthatare "o, ,ir";;;;ilJlovA resultsandR2resultsare given,buttheregressionequationisnot. Practice Exercise UsePracticeDataSet2 in AppendixB. Determinethepredictionequationfor pre- dictingsalarybasedoneducation,yearsof service,andsex.Whichvariablesaresignificant predictors?If you believethatmenwerepaidmorethanwomenwere,whatwouldyou concludeafterconductingthisanalysis? ANI]VIP gumof dt qin I Reoressron Rssidual Total 1t.191 122.9a1 't70.t38 l3 't5 23.717 9.a57 2.5rI i tn. 52
  • 58. Chapter6 ParametricInferentialStatistics Parametricstatisticalproceduresallow you to draw inferencesaboutpopulations basedon samplesof thosepopulations.To make theseinferences,you must be able to makecertainassumptionsabouttheshapeof thedistributionsof thepopulationsamples. Section6.1 Reviewof BasicHypothesisTesting TheNull Hypothesis In hypothesistesting,we createtwo hypothesesthat are mutually exclusive(i.e., bothcannotbe trueat thesametime)andall inclusive(i.e.,oneof themmustbe true).We referto thosetwo hypothesesasthe null hypothesisandthe alternative hypothesis.The null hypothesisgenerallystatesthatany differencewe observeis causedby randomerror. The alternative hypothesisgenerallystatesthat any differencewe observeis causedby a systematicdifferencebetweengroups. TypeI andTypeII Eruors All hypothesistestingattemptsto draw conclusions about the real world basedon the resultsof a test(a statistical test,in this case).Thereare four possible combinationsof results(seethe figure at <.r) right). = Two of thepossibleresultsarecor- A rect test results.The other two resultsare Uenors. A Type I error occurs when we ; reject a null hypothesisthat is, in fact, fr true, while a Type II error occurswhen l- we fail to reject the null hypothesis that is, in fact,false. Significance tests determinethe probabilityof makinga Type I error. In otherwords,after performinga seriesof calculations,we obtaina probability that the null hypothesisis true.If thereis a low probability,suchas5 or lessin 100(.05),by conven- tion, we rejectthe null hypothesis.In otherwords,we typicallyusethe .05 level(or less) asthemaximumType I error ratewe arewilling to accept. Whenthereis a low probabilityof a Type I error, suchas.05,we canstatethatthe significancetesthasled us to "rejectthe null hypothesis."This is synonymouswith say- ing that a differenceis "statisticallysignificant."For example,on a readingtesr,suppose you found thata randomsampleof girls from a schooldistrictscoredhigherthana random zdi 6a E- -^6 6!u trO o> 'F: n2 REALWORLD NullHypothesisTrue NullHypothesisFalse TypeI Error I NoError NoError I Typell Error 53
  • 59. Chapter6 ParametricInferentialStatistics sampleof boys.This resultmay havebeenobtainedmerelybecausethe chanceenors as- sociatedwith randomsamplingcreatedthe observeddifference(this is what the null hy- pothesis asserts).If there is a sufficiently low probability that random errors were the cause(asdeterminedby a significancetest),we canstatethatthe differencebetweenboys andgirls is statisticallysignificant. SignificanceLevelsvs.Critical Values Moststatisticstextbookspresenthypothesistestingbyusingtheconceptof acriti- cal value.With suchan approach,we obtaina valuefor a teststatisticand compareit to a critical valuewe look up in a table.If theobtainedvalueis largerthanthe critical value,we rejectthe null hypothesisandconcludethat we havefound a significantdifference(or re- lationship).If the obtainedvalueis lessthanthecritical value,we fail to rejectthe null hy- pothesisandconcludethatthereis not a significantdifference. The critical-valueapproachis well suited to hand calculations.Tables that give criticalvaluesfor alphalevelsof .001,.01,.05,etc.,canbe created.tt is not practicalto createa tablefor everypossiblealphalevel. On the other hand,SPSScan determinethe exactalpha level associatedwith any valueof a teststatistic.Thus,lookingup a criticalvaluein a tableis not necessary.This, however,doeschangethe basicprocedurefor determiningwhetheror not to rejectthe null hypothesis. The sectionof SPSSoutputlabeledSrg.(sometimesp or alpha) indicatesthe likeli- hoodof makinga Type I error if we rejectthe null hypothesis.A valueof .05or lessin- dicatesthatwe shouldrejectthe null hypothesis(assumingan alphalevel of .05).A value greaterthan.05 indicatesthatwe shouldfail to rejectthe null hypothesis. In other words, when using SPSS,we normally reject the null hypothesis if the output value underSrg.is equalto or smallerthan .05, and we fail to reject the null hy- pothesisif theoutputvalueis largerthan.05. One-Tailed vs. Two-Tailed Tests SPSSoutput generallyincludesa two-tailed alpha level (normally labeledSrg. in the output).A two-tailed hypothesisattemptsto determinewhetherany difference(either positiveor negative)exists.Thus,you havean opportunityto makea Type I error on ei- therof thetwo tailsof thenormal distribution. A one-tailedtestexaminesa differencein a specificdirection.Thus,we canmakea Type I error on only oneside(tail) of the distribution.If we havea one-tailedhypothesis, but our SPSSoutput gives a two-tailed significanceresult,we can take the significance level in the outputanddivide it by two. Thus,if our differenceis in the right direction,and if our output indicatesa significance level of .084 (two-tailed),but we have a one-tailed hypothesis,we canreporta significancelevelof .042(one-tailed). Phrasing Results Resultsof hypothesistestingcanbe statedin differentways,dependingon the con- ventionsspecifiedby your institution.The following examplesillustratesomeof thesedif- ferences. 54
  • 60. Chapter6 ParametricInferentialStatistics Degreesof Freedom Sometimesthe degreesof freedomare given in parenthesesimmediatelyafter the symbolrepresentingthetest,asin thisexample: (3):7.00,p<.01 Othertimes,the degreesof freedomaregiven within the statementof results,asin thisexample: t:7.00, df :3, p < .01 SignificanceLevel When you obtain resultsthat are significant,they can be describedin different ways.For example,if you obtaineda significancelevel of .006 on a t test,you could describeit in any of the following threeways: (3):7.00,p<.05 (3):7.00,p <.01 (3) : 7.00,p: .006 Noticethatbecausetheexactprobabilityis .006,both.05and.01arealsocorrect. Therearealsovariouswaysof describingresultsthat arenot significant.For exam- ple, if you obtaineda significancelevelof .505,any of the following threestate- mentscouldbeused: t(2): .805,ns t(2):.805, p > .05 t(2)=.805,p:.505 Statementof Results Sometimesthe resultswill be statedin termsof the null hypothesis,as in the fol- lowing example: Thenullhypothesiswasrejected1t: 7.00,df :3, p:.006). Othertimes,the resultsarestatedin termsof their level of significance,asin the followingexample: A statisticallysignificantdifferencewasfound:r(3):7.00,p <.01. StatisticalSymbols Generally,statisticalsymbolsarepresentedin italics.Prior to the widespreaduseof computersand desktoppublishing,statisticalsymbolswere underlined.Underlin- ing is a signalto a printer that the underlinedtext shouldbe set in italics. Institu- tions vary on their requirementsfor studentwork, so you are advisedto consult your instructoraboutthis. Section 6.2 Single-Sample I Test Description The single-sampleI testcomparesthe mean of a singlesampleto a known popula- tion mean.It is usefulfor determiningif the currentsetof datahaschangedfrom a long- I 55
  • 61. Chapter6 ParametricInferentialStatistics term value (e.g.,comparingthe curent year's temperaturesto a historical averageto de- termineif globalwanning is occuning). Assumptions The distributionsfrom which the scoresare takenshouldbe normally distributed. However,the t testis robust andcanhandleviolationsof the assumptionof a normal dis- tribution. Thedependentvariablemustbemeasuredon aninterval or ratio scale. .SP,SSData Format The SPSSdatafile for the single-sample/ testrequiresa singlevariablein SPSS. That variablerepresentsthe setof scoresin the samplethatwe will compareto the popula- tion mean. Running the Command The single-sample/ testis locatedin the CompareMeanssubmenu,under theAna- lyzemenu.The dialog box for the single-sample/ testrequiresthat we transferthevariable representingthe currentsetofscores ry to the Test Variable(s) section. We i ArdvzeGraphswllties must also enterthe populationaver- agein the TestValueblank.The ex- ample presentedhere is testing the variableLENGTH againsta popula- tion meanof 35 (thisexampleusesa hypotheticaldataset). Reports ) I SescripliveStati*icr ] GenerallinearModel ) ' CorrElata ) ' Regrossion ) Clasdfy ) Indegrdant-SrmplCsT Paired-SamplesTTert.,, 0ne-WeyANOVA,.. ReadingtheOutput The output for the single-samplet test consistsof two sections.The first section lists the samplevariableand somebasicdescriptive statistics(N, mean, standard devia- tion, andstandarderror). Wiidnrunrb Mcrns.,, 56
  • 62. Chapter6 ParametricInferentialStatistics T-Test One-SampleTes{ TeslValue= 35 ? df sis. (2-tailed) Mean DitTerence 95%gsnli6sngg Interualofthe Difierence Lowef Upner LENGTH 2.377 s .041 .9000 4.356E-02 7564 The secondsectionof output containsthe resultsof the t test. The examplepre- sentedhereindicatesa / valueof 2.377,with 9 degreesof freedomanda significancelevel of .041.The meandifferenceof .9000is thedifferencebetweenthe sampleaverage(35.90) andthepopulationaveragewe enteredin thedialog box to conductthetest(35.00). Drawing Conclusions The I test assumesan equality of means.Therefore,a significant result indicates that the samplemean is not equivalentto the populationmean (hencethe term "signifi- cantlydifferent").A resultthatis not significantmeansthatthereis not a significantdiffer- encebetweenthe means.It doesnot meanthat they areequal.Referto your statisticstext for the sectionon failureto rejectthe null hypothesis. PhrasingResultsThatAreSignificant The aboveexamplefounda significantdifferencebetweenthepopulationmeanand the samplemean.Thus,we couldstatethe following: A single-samplet test comparedthe mean length of the sample to a populationvalueof 35.00.A significantdifferencewas found (t(9) = 2.377, p <.05).The samplemeanof 35.90(sd: 1.197)was significantlygreater thanthepopulationmean. One-SampleS'tatistics N Mean std. Deviation Std.Enor Mean LENGTH 10 35.9000 1.1972 .3786 57
  • 63. Chapter6 ParametricInferentialStatistics Phrasing ResultsThatAre Not Significant If the significance level hadbeengreaterthan .05,the dif- ferencewould not be significant. For example,if we receivedthe output presentedhere, we could statethe following: A single-sample / test comparedthe meantemp- eratureover the past year to the long-term average. L'|D.S.Ittte Tesi TsstValue= 57.1 t dt Sro (2-lail€d) llean DilTer€nce 95%Contldsnc6 Inlsryalofthe Oit8rsnce Lowsr UDOEI lemp€latute I 688 1 ?6667 -5.7362 8.2696 The difference was not significant (r(8) = .417, p > .05). The mean temperatureover the pastyearwas 68.67(sd = 9.1l) comparedto the long- termaverageof 67.4. Practice Exercise The averagesalaryin the U.S. is $25,000.Determineif the averagesalaryof the participantsin PracticeData Set 2 (AppendixB) is significantlygreaterthan this value. Notethatthisis a one-tailedhypothesis. Section6.3 Independent-samplesI Test Description The independent-samplesI testcomparesthe meansof two samples.The two sam- plesarenormally from randomlyassignedgroups. Assumptions The two groupsbeingcomparedshouldbe independentof eachother.Observations are independentwhen information about one is unrelatedto the other. Normally, this meansthat onegroupof participantsprovidesdatafor onesampleanda differentgroupof participantsprovides data for the other sample (and individuals in one group are not matchedwith individualsin the othergroup).Oneway to accomplishthis is throughran- dom assignmentto form two groups. The scoresshouldbe normally distributed,but the I test is robust and can handle violationsof theassumptionof a normal distribution. The dependentvariable must be measuredon an interval or ratio scale.The in- dependentvariable shouldhaveonly two discretelevels. SP,S,SData Format The SPSSdatafile for the independentI testrequirestwo variables.One variable, the grouping variable, representsthe valueof the independentvariable. The grouping variable shouldhavetwo distinct values(e.g.,0 for a control group and I for an experi- L{n-S.I|pla Sl.llsllcs N tean Sld Deviation Std.Eror tempetalure I OU.OODT 9.11013 3.03681 58
  • 64. Chapter6 ParametricInferentialStatistics mentalgroup).The secondvariablerepresentsthe dependentvariable, suchasscoreson a test. Conducting an Independent-Samples t Test For our example,we will use theSAMPLE.savdatafile. Click Analyze, then Compare Means, then Independent-SamplesT ?"est.This will bring up the main dia- log box. Transfer the dependent variable(s) into the Test Variable(s) blank. For our example,we will use [n;y* 6adrs Utltties window Heh thevariableGRADL,. TransfertheindependentvariableintotheGroupingVariablesection.Forourex- ample,wewill usethevariableMORNING. Next, click Define Groups and enter the valuesof the two levels of the independent variable. Independentt tests are capable of comparingonly two levelsat a time. Click Con- tinue,thenclick OK to run the analysis. Outputfrom the Independent-Samples t Test The outputwill havea sectionlabeled"Group Statistics."This sectionprovidesthe basicdescriptivestatisticsfor thedependentvariable(s)for eachvalueof theindepend- ent variable.It shouldlook like theoutputbelow. GroupStatistics mornrnq N Mean Std.Deviation Std.Error Mean grade No Yes 2 2 82.5000 78.0000 3.53553 7.07107 2.50000 5.00000 I Can*bto Regf6s$isl ctaseff ) l t '1 Std{ic* l ls elrl it dry lim mk lr*iT 59
  • 65. Chapter6 ParametricInferentialStatistics Next, therewill be a sectionwith the resultsof the I test.It shouldlook like the outputbelow. lnd6pondent Samplo! Telt Leveng's Tost for Fdlralitv df Variencac ltest for Eoualitv of Msans Sio. t df Sio.(2{ailed} Mean Diff6rence Sld.Error Ditforenc6 95% Confidenco lntsrual of the Diffor€nc6 Lower Uooer graoe tqual vanances assum6d Equal variances not assumed .805 .805 2 1.471 505 530 4.50000 4.50000 5.59017 5.59017 -19.55256 -30.09261 28.55256 39.09261 The columnslabeledt, df, and Sig.(2-tailed)providethe standard"answer" for the I test.They providethevalueof t, thedegreesof freedom(numberof participants,minus2, in thiscase),andthe significancelevel(oftencalledp). Normally,we usethe "Equalvari- ancesassumed"row. Drawing Conclusions Recall from the previous sectionthat the , test assumesan equality of means. Therefore,a significantresult indicatesthat the meansare not equivalent.When drawing conclusionsabouta I test,you muststatethedirectionof the difference(i.e.,which mean was largerthan the other).You shouldalso include information about the value of t, the degreesof freedom,thesignificancelevel,andthemeansandstandard deviationsfor the two groups. Phrasing ResultsThat Are Significant For a significant/ test(for example,the outputbelow), you might statethe follow- ing: '.do,.ilhrh! 6adO slil|llk! 0r0uD N x€an Sld. Odiation Sld Eror xaan sc0r9 conlfol €rDoflmontal 3 al 0000 a.7a25a 2osr67 2 121J2 | 20185 hlapdrlra S,uplcr lcsl Lmno's T€slfor llasl for Fouellto ot lnans Sid dT Sio a2-laile(n xsan StdError 95(f,Contld9n.e Inl€ryalofthe sc0re EqualvarlencSs assum€d Equalvaiancos nol assumgd 5058 071 31tl 5 a 53l UJb 029 7 66667 2 70391 2138't2 71605 I 20060 I r.61728 rr.r3273 An independent-samplesI test comparing the mean scores of the experimentaland control groupsfound a significant difference betweenthe means of the two groups ((5) = 2.835,p < .05). The mean of the experimentalgroupwas significantlylower (m = 33.333,sd:2.08) thanthe meanof thecontrolgroup(m: 41.000,sd : 4.24). 60
  • 66. Chapter6 ParametricInferentialStatistics Phrasing ResultsThat Are Not Signifcant In our exampleat the startof the section,we comparedthe scoresof the morning peopleto the scoresof the nonmorningpeople.We did not find a significantdifference,so we could statethe following: An independent-samplest testwas calculatedcomparingthe meanscoreof participantswho identifiedthemselvesasmorningpeopleto the meanscore of participantswho did not identi$ themselvesas morning people. No significant differencewas found (t(2) : .805,p > .05). The mean of the morningpeople(m : 78.00,sd = 7.07)was not significantlydifferentfrom themeanof nonmomingpeople(m = 82.50,sd= 3.54). Practice Exercise UsePracticeDataSetI (AppendixB) to solvethisproblem.We believethatyoung individualshavelower mathematicsskills thanolder individuals.We would testthis hy- pothesisby comparingparticipants25 or younger(the"young" group)with participants26 or older (the "old" group). Hint: You may needto createa new variable that represents which agegroupthey arein. SeeChapter2 for help. Section6.4 Paired-Samples/ Test Description The paired-samplesI test (also called a dependent/ test) comparesthe means of two scoresfrom relatedsamples.For example,comparinga pretestanda posttestscorefor a groupof participantswould requirea paired-samplesI test. Assumptions The paired-samplesI test assumesthat both variablesare at the interval or ratio levelsand are normally distributed.The two variablesshould also be measuredwith the samescale.If the scalesaredifferent.the scoresshouldbe convertedto z-scoresbeforethe , testis conducted. .SPSSData Format Two variablesin the SPSSdatafile arerequired.Thesevariablesshouldrepresent two measurementsfrom eachparticipant. Running the Command We will createa new datafile containingfive variables:PRETEST,MIDTERM, FINAL, INSTRUCT, and REQUIRED. INSTRUCT representsthreedifferent instructors for a course.REQUIRED representswhetherthe coursewas requiredor was an elective (0 - elective,I : required).The otherthreevariablesrepresentexamscores(100 beingthe highestscorepossible). 6l
  • 67. Chapter6 ParametricInferentialStatistics PRETEST 56 79 68 59 64 t.+ t) 47 78 6l 68 64 53 7l 6l 57 49 7l 6l 58 58 MIDTERM 64 9l 77 69 77 88 85 64 98 77 86 77 67 85 79 77 65 93 83 75 74 Enterthe dataand saveit as GRADES.sav.You can checkyour dataentryby computinga mean for each instructor using the Means command(seeChapter3 for more information). Use INSTRUCT as theindependentvariable andenter PRETEST, MIDTERM, ANd FINAL as your dependent vari- ables. Once you have enteredthe data,conducta paired-samplesI test comparing pretest scoresand final scores. Click Analyze, then Com- pare Means,then Paired-SamplesT ?nesr.This will bring up the main dialogbox. i;vr*; 6r5db trl*lct Bsi*i l ' l)06ctftlv.s44q t @Cdnrdur*Modd t FINAL 69 89 8l 7l IJ 86 86 69 100 85 93 87 76 95 97 89 83 100 94 92 92 INSTRUCT I I I I I 2 2 2 2 2 2 2 J J J J J t J J REQUIRED 0 0 0 0 0 0 0 0 0 tilkrdo| tbb i c*@ i lryt'sn i'w Report INSTRUCT PRETEST MIDTERM FINAL 1.00 Mean N std. Deviation 67.5714 7 8.3837 (6.t'l4J 7 9.9451 79.5714 7 7.9552 2.00 Mean N std. Deviation 63.1429 7 10.6055 79.1429 7 11.7108 86.4286 7 10.9218 3.00 Mean N std. Deviation 59.2857 7 6.5502 78.0000 7 8.62',t7 92.4286 7 5.5032 Total Mean N std. Deviation 63.3333 21 8.9294 78.6190 21 9.6617 86.1429 21 9.6348 q8-sdndo TTart... 62
  • 68. Chapter6 ParametricInferentialStatistics You must select pairs of variablesto compare.As you se- lect them, they are placed in the Current Selectionsarea. Click once on PRETEST. then once on FINAL. Both vari- ableswill be movedinto the Cnr- rent Selectionsarea.Click on the right anow to transferthe pair to thePaired Variablessection.Click OK to conductthetest. Reading the Output The output for the paired-samplest test consistsof three com- ponents. The first part givesyou basicdescrip- tive statistics for the PairedSamplesGorrelations N Correlation Sio. PaIT1 PRETEST & FINAL 21 .535 .013 m |y:tl ry{l .ry1 "l*;"J : CundSdacti:n: I VcirHal: Vri{!ilcz y.pllarq *,n*f.n nCf;tndcim ril',n* atrirdftEl d1;llqi.d PairedSamplesStatistics Mean N std. Deviation Std.Error Mean Pair PRETEST 1 rtNet 63.3333 86.1429 21 21 8.9294 9.6348 1.9485 2.1025 xl .!K I "ttr.I-.tL*rd i fc pairof variables.ThePRETESTaveragewas63.3,with a standarddeviationof 8.93.The FINAL averagewas86.14,with a standarddeviationof 9.63. I The secondpartofthe output is a Pearsoncorrela- tion coefficientfor thepair of variables. Within the third partof the output(on the nextpage),the sectioncalledpaired Dif- ferencescontainsinformationaboutthe differencesbetweenthe two variables.you miy havelearnedin your statisticsclassthat the paired-samples/ test is essentiallya single- samplet testcalculatedon thedifferencesbetweenthescores.The final threecolumnscon- tain the value of /, the degreesof freedom,and the probability level. In the examplepre- sentedhere,we obtaineda I of -11.646,with 20 degreesof freedomand a significance levelof lessthan.00l. Notethatthis is a two-tailedsignificancelevel.Seethestartof this chapterfor moredetailson computinga one-tailedtest. PaildVaiibblt 63
  • 69. Chapter6 ParametricInferentialStatistics Paired Samples Test Paired Differences I df sig l)JailatlMean srd, Dcvirl Std.Errot Maan 95%Confidence Inlervalof the l)iffcrcncc Lower UDoer Pair1 PRETEST . FINAL -22.8095 8.9756 1.9586 -26.8952 -18.7239 '|1.646 20 .000 Drawing Conclusions Paired-samplesI testsdeterminewhetheror not two scoresare significantlydiffer- ent from eachother. Significantvaluesindicatethat the two scoresare different. Values thatarenot significantindicatethatthe scoresarenot significantlydifferent. PhrasingResultsThatAreSignificant When statingthe resultsof a paired-samplesI test,you shouldgive the valueof t, the degreesof freedom,and the significancelevel.You shouldalso give the mean and standard deviation for each variable.as well as a statementof resultsthat indicates whetheryou conducteda one-or two-tailedtest.Our exampleabovewassignificant,sowe couldstatethefollowing: A paired-samplesI testwas calculatedto comparethe meanpretestscoreto the meanfinal examscore.The meanon the pretestwas 63.33(sd : 8.93), and the meanon the posttestwas 86.14(sd:9.63). A significantincrease from pretestto final wasfound(t(20): -ll .646,p< .001). Phrasing Results That Are Not Significant If the significancelevelhadbeengreaterthan.05(or greaterthan.10 if you were conductinga one-tailedtest),the resultwould not havebeensignificant.For example,the hypotheticaloutputbelow representsa nonsignificantdifference.For this output,we could state: P.l crlSdr{ror St.rtlstkr x6an N Sld Ddallon Sld.Etrof Patr midlsrm 1 nnal rBt1a3 79.5711 7 I I 9.509 795523 3 75889 3.00680 P.rl c(l Sxtlro3 Cq I olrlqt6 N Cotrelali 5to ts4trI mtdt€rm&flnal I 96S 000 P.*od Silrlta! Tcrl ParredOrflerences tl Sio (2-lailad)xsan Std Oryiation Std.Eror X€an 95%ConidBncs lnlsNrlotth€ DilYerenca Lmt u008r . 8571a 296808 I 12183 1 88788 - 76a b a7a 64
  • 70. Chapter6 ParametricInferentialStatistics A paired-samplest testwascalculatedto comparethemeanmidtermscoreto themeanfinalexamscore.Themeanonthemidtermwas78.71(sd: 9.95), andthemeanon thefinalwas79.57(sd:7.96). No significantdifference frommidtermto finalwasfound((6) = -.764,p>.05). Practice Exercise UsethesameGRADES.savdatafile,andcomputea paired-samples/ testto deter- mineif scoresincreasedfrommidtermto final. Section6.5 One-Wav ANOVA Description Analysisof variance(ANOVA) is a procedurethatdeterminesthe proportionof variabilityattributedto eachof severalcomponents.It is oneof themostusefulandadapt- ablestatisticaltechniquesavailable. Theone-wayANOVA comparesthemeansof two or moregroupsof participants thatvary on a singleindependentvariable(thus,the one-waydesignation).Whenwe havethreegroups,we couldusea I testto determinedifferencesbetweengroups,butwe wouldhaveto conductthreet tests(GroupI comparedto Group2, GroupI comparedto Group3, andGroup2 comparedto Group3).WhenweconductmultipleI tests,we inflate the Type I error rateandincreaseour chanceof drawingan inappropriateconclusion. ANOVA compensatesfor thesemultiplecomparisonsandgivesus a singleanswerthat tellsusif anyof thegroupsisdifferentfromanyof theothergroups. Assumptions The one-wayANOVA requiresa singledependentvariable anda singleinde- pendentvariable.Whichgroupparticipantsbelongto is determinedby thevalueof the independentvariable.Groupsshouldbe independentof eachother.If our participants belongto more than one group each,we will have to conducta repeated-measures ANOVA. If we havemorethanoneindependentvariable,we wouldconducta factorial ANOVA. ANOVA alsoassumesthatthedependentvariableis attheintervalor ratio lev- elsandisnormallydistributed. SP,S,SData Format Two variablesarerequiredin the SPSSdatafile. Onevariableservesasthede- pendentvariableandtheotherastheindependentvariable.Eachparticipantshouldpro- videonlyonescorefor thedependentvariable. RunningtheCommand Forthisexample,wewill usetheGRADES.savdatafile wecreatedin theprevious section. 65
  • 71. Chapter6 ParametricInferentialStatistics To conducta one-wayANOVA, click Ana- lyze, then CompareMeans, then One-I7ayANOVA. This will bring up the main dialog box for theOne- lltayANOVA command. xrded f *wm dtin"t S instt.,ct / rcqulad miqq|4^__ l':lirl:.,. :J f,'',I R*gI c*"d I HdpI i An$tea &ryhr l.{lith; R;pa*tr ) DrrsFfivsft#l|' I Csnalda R!E'l'd6al cl#y lhcd friodd ] orn-5dtFh f f64... I l|1|J46tddg.5arylarT16t,., ) P*G+tunpbs I IcJt.., rffillEil wr$|f $alp !qt5,l fqiryt,,,lodiors"'I pela$t /n*Jterm d 'cqfuda mrffi,.*- -rl ToKl Ro"t I c*ll H&l "?s'qt,.,l Pqyg*-I odi"*.'.I Click on the Options box to get the Options dialog box. Click Descriptive. This will give you meansfor thedependentvariableat eachlevel of the independentvari- able. Checkingthis box preventsus from having to run a separatemeans command.Click Continueto return to the main dialog box. Next, click Post Hoc to bring up the Post Hoc Multiple Comparisonsdialog box. Click Tukev.thenContinue. , Eqiolvdirnccs NotfudfiEd . r TY's,T2 l,?."*:,_: _l6{''6:+l.'od t or*ol:: j Sigflber! h,v!t tffi- rc"'*i.'I r"ry{-l" H* | Post-hoctestsare necessaryin the event of a significant ANOVA. The ANOVA only indicatesif any groupis differentfrom any othergroup.If it is significant,we needto determinewhich groupsaredifferent from which othergroups.We could do I teststo de- terminethat,but we would havethe sameproblemasbeforewith inflating the Type I er- ror rate. Thereare a variety of post-hoccomparisonsthat correctfor the multiple compari- sons.The most widely usedis Tukey's HSD. SPSSwill calculatea varietyof post-hoc testsfor you. Consultanadvancedstatisticstext for a discussionof the differencesbetween thesevarioustests.Now click OK to run the analvsis. You shouldplacethe independ- ent variable in the Factor box. For our example, INSTRUCT representsthree different instructors.and it will be used asour independentvariable. Our dependentvariable will be FINAL. This test will allow us to de- termine if the instructorhas any effect on final sradesin thecourse. f- Fncdrdr*dcndlscls l* Honroga&olvairre,* j *_It J 66
  • 72. Chapter6 ParametricInferentialStatistics ReadingtheOutput Descriptivestatisticswill begivenfor eachinstructor(i.e.,levelof theindepend- entvariable)andthetotal.Forexample,in hisftrerclass,InstructorI hadanaveragefinal examscoreof 79.57. Descriptives final N Mean Std.Deviation Std.Enor 95%ConfidenceIntervalfor Mean Minimum MaximumLowerBound UooerBound UU 2.00 3.00 Total 7 7 2'l 79.5714 86.4286 92.4286 86.1429 7.95523 10.92180 5.50325 9.63476 3.00680 4.12805 2.08003 2.10248 72.2',t41 76.3276 87.3389 81.7572 86 9288 96.5296 97.5182 90.5285 tiv.uu 69.00 83.00 69.00 6Y.UU 100.00 100.00 100.00 The next sectionof the output is the ANOVA sourcetable.This is where the various componentsof the variance have been listed,alongwith their rela- tive sizes.For a one-wayANOVA, thereare two componentsto the variance:Between Groups(which representsthe differencesdue to our independentvariable) and Within Groups(whichrepresentsdifferenceswithin eachlevelof our independentvariable).For our example,the BetweenGroupsvariancerepresentsdifferencesdue to different instruc- tors.The Within Groupsvariancerepresentsindividualdifferencesin students. The primaryansweris F. F is a ratio of explainedvariance to unexplainedvari- ance.Consulta statisticstext for moreinformationon how it is determined.The F hastwo differentdegreesof freedom,onefor BetweenGroups(in this case,2is the numberof lev- elsof our independentvariable [3 - l]), andanotherfor Within Groups(18 is thenumber of participantsminusthenumberof levelsof our independentvariable [2] - 3]). The next part of the output consistsof the resultsof our Tukey's ^EISDpost-hoc comparison. This tablepresentsus with everypossible ent variable. The first row representsInstructor structor I compared to Instructor 3. Next is In- Dooendenrvariabre:F,NAL structor 2 compared to Instructor l. (Note that this is redundantwith the first row.) Next is Instruc- tor 2 comparedto Instruc- tor 3, andsoon. The column la- beled Sig. representsthe Type I error (p) rate for the simple(2-level)com- parisonin that row. In our combinationof levelsof our independ- I comparedto Instructor2. Next is In- Multlple Comparlsons 579.429 1277.143 1856.571 HSD (t) (J) INSTRUCT INSTRUCT Mean Difference Il-.tl Sld. Enor Sia 95% Confidence Lower Bound Upper R6r rn.l 1.00 2.OU 3.00 €.8571 -12.8571' 4.502 4.502 JU4 .027 -16.J462 -24.3482 4.6339 -1.3661 2.00 1.00 3.00 6.8571 -6.0000 4.502 4.502 .304 .396 -4.6339 -17.4911 18.3482 5,4911 3.00 1.00 2.00 12.8571' 6.0000 4.502 4.502 .027 .396 1.3661 -5.4911 24.3482 17.4911 '. The meandiffer€nceis significantat the .05 level. 67
  • 73. Chapter6 ParametricInferentialStatistics exampleabove,InstructorI is significantlydifferentfromInstructor3, but InstructorI is not significantlydifferentfromInstructor2, andInstructor2 is not significantlydifferent fromInstructor3. Drawing Conclusions Drawing conclusionsfor ANOVA requiresthat we indicatethe value of F, the de- greesof freedom,andthe significancelevel.A significantANOVA shouldbe followed by theresultsof a post-hocanalysisanda verbalstatementof the results. Phrasing ResultsThat Are Significant In our exampleabove,we couldstatethefollowing: We computed a one-way ANOVA comparing the final exam scoresof participantswho took a coursefrom one of three different instructors.A significant differencewas found among the instructors(F(2,18) : 4.08, p < .05).Tukey's f/SD was usedto determinethe natureof the differences between the instructors.This analysis revealed that studentswho had InstructorI scoredlower (m:79.57, sd:7.96) than studentswho had Instructor3 (m = 92.43,sd: 5.50).Studentswho hadInstructor2 (m:86.43, sd : 10.92)were not significantlydifferent from either of the other two groups. Phrasing ResultsThat Are Not Significant If we hadconductedthe analysis using PRETEST as our dependent variable in- stead of FINAL, we would have received the following output: The ANOVA was not signifi- cant. so thereis no needto re- fer to the Multiple Compari- sons table. Given this result, we may statethe following: The pretest means of students who took a course from three different instructors were compared using a one-way ANOVA. No significant differencewas found(F'(2,18)= 1.60,p >.05).The studentsfrom the three differentclassesdid not differ significantlyat the startof the term. Students who had InstructorI had a meanscoreof 67.57(sd : 8.38).Studentswho had Instructor2 had a meanscoreof 63.14(sd : 10.61).Studentswho had lnstructor3 hada meanscoreof 59.29(sd= 6.55). Ocrcrlriir N Sld Ddaton Sld Eiror 95$ Conlldanc0 Inloml tol LMf Bound Uooer gound 200 300 Tolel 1 21 63.1r29 592857 633333 10.605r8 6.55017 I 92935 4.00819 2.at5t1 I ga€sa 5333ra 532278 592587 7?95r3 55 3a36 67 3979 1700 r9.00 at 00 7800 7100 7900 All:'Vl sumof 210.667 135a.000 t 594667 t8 20 120333 15222 1 600 229 wrlhinOroups Tol.l 68
  • 74. Chapter6 ParametricInferentialStatistics Practice Exercise UsingPracticeDataSetI in AppendixB, determineif theaveragemathscoresof single,married,anddivorcedparticipantsaresignificantlydifferent.Writea statementof results. Section6.6 Factorial ANOVA Description ThefactorialANOVA is onein whichthereis morethanoneindependentvari- able.A 2 x 2 ANOVA, for example,hastwo independentvariables,eachwith two lev- els.A 3 x 2 x 2 ANOVA hasthreeindependentvariables.Onehasthreelevels,andthe othertwo havetwo levels.FactorialANOVA is verypowerfulbecauseit allowsusto as- sesstheeffectsof eachindependentvariable,plustheeffectsof theinteraction. Assumptions FactorialANOVA requiresall of theassumptionsof one-wayANOVA (i.e.,the dependentvariablemustbeat theinterval or ratio levelsandnormallydistributed).In addition,theindependentvariablesshouldbeindependentof eachother. .SPSSData Format SPSSrequiresonevariablefor thedependentvariable,andonevariablefor each independentvariable.If wehaveanyindependentvariablethatis representedasmulti- ple variables(e.g.,PRETESTand POSTTEST),we must use the repeated-measures ANOVA. RunningtheCommand This exampleusesthe GRADES.sav file fromearlierin thischapter.ClickAna- thenGeneralLinearModel.thenUnivari- This will bring up the main dialog box for Univariate ANOVA. Select the dependent variable and place it in the DependentVariableblank (useFINAL for this example). Select one of your inde- pendent variables (INSTRUCT, in this case)and place it in the Fixed Factor(s) box. Placethe secondindependentvari- able (REQUIRED) in the Fixed Factor(s) data lyze, ate. I RnalyzeGraphs Repsrts USiUasllilindow Halp DescrbtiwStatFHcs !!{4*,l ?**" I -..fP:.J fi*"qrJ !t,, I 9*ll R{'dsr! F.dclt}
  • 75. Chapter6 ParametricInferentialStatistics box. Having defined the analysis, now click Options. When the Options dialog box comes up, move INSTRUCT, REQUIRED, and INSTRUCT x REQUIRED into the Display Meansfor blank. This will provide you with means for each main effectandinteraction term.Click Continue. If you wereto selectPost-Hoc,SPSSwould run post-hocanalysesfor the main effectsbut not for the interaction term. Click OK to run the analvsis. 1.INSTRUCT Reading the Output At the bottom of the output, you will find the means for each main effect and in- teraction you selectedwith the Optionscommand. There were three instructors, so there is a mean FINAL for each instructor. We also have means for the two values of REQUIRED. FinallY, we have six means representing the interaction of the two variables (this was a 3 x 2 design). Participants who had Instructor I (for whom the class was not required)had a mean final exam scoreof 79.67.Studentswho had Instructor I (for whom it wasrequired)hada mean final examscoreof 79.50,andsoon. The examplewe just ran is called a two-way ANOVA. This is becausewe had two independentvari- ables. With a two-way ANOVA, we get three an- swers: a main effect for INSTRUCT, a main effect for REQUIRED, and an in- teraction result for INSTRUCT ' REQUIRED (seetop ofnext page). 2. REQUIRED ariable:FINAL REOUIRED Mean Std.Error 95%ConfidenceInterval Lower Rorrnd Upper Bound ,UU 1.00 84.667 87.250 3.007 2.604 78.257 81.699 91.076 92.801 3.INSTRUCT'REQUIRED Variable:FINAL INSTRUCTREQUIRED Mean Std.Error 95%ConfidenceInterval Lower Bound Upper Bound 1.00 .00 1.00 79.667 79.500 5.208 4.511 68.565 69.886 90.768 89.114 2.00 .00 1.00 84.667 87.750 5.208 4.511 73.565 78.136 95.768 97.364 3.00 .00 1.00 89.667 94.500 5.208 4.511 78.565 84.886 100.768 104.114 ariable:FINAL INSTRUCT Mean Std.Error 95oloConfidencelnterval Lower Bound Upper Bound 1.UU 2.00 3.00 79.583 86.208 92.083 3.445 3.445 3.445 72.240 78.865 84.740 86.926 93.551 99.426 70
  • 76. Chapter6 ParametricInferentialStatistics Tests of Between-SubjectsEffects DependentVariable:FINAL a. R Squared= .342(AdjustedR Squared= .123) The source-table above gives us these three answers (in the INSTRUCT, REQUIRED, and INSTRUCT * REQUIRED rows). In the example,noneof the main ef- fectsor interactions wassignificant.tn the statementsof results,you must indicate^F,two degreesof freedom(effect and residual/error),the significance'level, and a verbal state- ment for eachof the answers(three,in this case).uite that most statisticsbooks give a much simpler versionof an ANOVA sourcetable where the CorrectedModel, Intercept, andCorrectedTotal rows arenot included. Phrasing ResultsThat Are Significant If we hadobtainedsignificantresultsin this example,we could statethe following (Theseare fictitious results.For the resultsthat corresponato the exampleabove,please seethesectionon phrasingresultsthatarenot significant): A 3 (instructor)x 2 (requiredcourse)between-subjectsfactorial ANOVA wascalculatedcomparingthe final examscoresfor participantswho hadone of threeinstructorsandwho took the courseeitherasa requiredcourseor as an elective.A significantmain effect for instructorwas found (F(2,15) : l0.ll2,p < .05).studentswho hadInstructorI hadhigherfinal .*u- r.o16 (m = 79.57,sd:7.96) thanstudentswho hadInstructor3 (m:92.43, sd: 5.50). Studentswho had Instructor2 (m : g6.43,sd :'10.92) weie not significantlydifferentfrom eitherof theothertwo groups.A significantmain effectfor whetheror not thecoursewasrequiredwasfound(F(-1,15):3g.44, p < .01)'Studentswho took thecoursebecauseit wasrequireddid better(z : 9l '69,sd: 7.68)thanstudentswho tookthecourseasanelective (m : 77.13, sd:5.72). Theinteractionwasnotsignificant(F(2,15)= l.l5,p >.05). The effectof the instructorwasnot influencedby whetheror not thestudentstook thecoursebecauseit wasrequired. Note that in the aboveexampre,we would have had to conductTukey,s HSD to determinethe differencesfor INSTRUCT (using thePost-Hoccommand).This is not nec- Intercept INSTRUCT REQUIRED INSTRUCT' REQUIRED Error Total CorrectedTotal 635.8214 1s1998.893 536.357 34.32'l 22.071 1220.750 157689.000 1856.571 5 1 2 1 2 15 21 20 151998.893 268.179 34.321 11.036 81.383 1867.691 3.295 .422 .136 .000 .065 .526 .874 7l
  • 77. Chapter6 ParametricInferentialStatistics Testsof Between-SubjectsEffects t Variable:FINAL Source Typelll Sumof Souares df Mean Souare F siq. uorrecleoMooel Intercept INSTRUCT REQUIRED INSTRUCT- REQUIRED Error Total CorrectedTotal 635.8214 151998.893 536.357 34.321 22.071 1220.750 157689.000 't856.571 5 1 2 1 2 1E 21 20 127.164 151998.893 268.179 34.321 11.036 81.383 1.563 1867.691 3.295 .422 .136 .230 .000 .065 .526 .874 a. R Squared= .342(AdjustedR Squared= .123) The source table above gives us these three answers (in the INSTRUCT, REQUIRED,andINSTRUCT * REQUIREDrows).In the example,noneof the mainef- fectsor interactions was significant.In the statementsof results,you must indicatef', two degreesof freedom(effect and residual/error),the significance level, and a verbal state- ment for eachof the answers(three,in this case).Note that most statisticsbooksgive a much simplerversionof an ANOVA sourcetablewherethe CorrectedModel, Intercept, andCorrectedTotal rows arenot included. Phrasing ResultsThat Are Signifcant If we hadobtainedsignificantresultsin thisexample,we couldstatethe following (Theseare fictitiousresults.For the resultsthatcorrespondto the exampleabove,please seethesectionon phrasingresultsthatarenot significant): A 3 (instructor)x 2 (requiredcourse)between-subjectsfactorial ANOVA wascalculatedcomparingthe final examscoresfor participantswho hadone of threeinstructorsandwho took the courseeitherasa requiredcourseor as an elective.A significantmain effect for instructorwas found (F(2,15 : l0.l 12,p < .05).Studentswho hadInstructorI hadhigherfinal examscores (m : 79.57,sd : 7.96)thanstudentswho had Instructor3 (m : 92.43,sd : 5.50). Studentswho had Instructor2 (m : 86.43,sd : 10.92) were not significantlydifferentfrom eitherof theothertwo groups.A significantmain effectfor whetheror not thecoursewasrequiredwasfound(F'(1,15):38.44, p < .01).Studentswho took thecoursebecauseit wasrequireddid better(ln : 91.69,sd:7.68) thanstudentswho tookthecourseasanelective(m:77.13, sd : 5.72).The interactionwasnot significant(,F(2,15): I .15,p > .05).The effectof the instructorwasnot influencedby whetheror not the studentstook thecoursebecauseit wasrequired. Note that in the aboveexample,we would havehad to conductTukey's HSD to determinethe differencesfor INSTRUCT (usingthePost-Hoccommand).This is not nec- 71
  • 78. Chapter6 ParametriclnferentialStatistics essaryfor REQUIREDbecauseit hasonlytwo levels(andonemustbedifferentfromthe other). Phrasing ResultsThatAre Not Significant Ouractualresultswerenotsignificant,sowecanstatethefollowing: A 3 (instructor)x 2 (requiredcourse)between-subjectsfactorialANOVA wascalculatedcomparingthefinalexamscoresfor participantswhohadone of threeinstructorsandwho tookthecourseasa requiredcourseor asan elective.Themaineffectfor instructorwasnotsignificant(F(2,15): 3.30,p > .05).Themaineffectfor whetheror notit wasa requiredcoursewasalso notsignificant(F(1,15)= .42,p> .05).Finally,theinteractionwasalsonot significant(F(2,15)= .136,p > .05). Thus,it appearsthat neitherthe instructornorwhetheror notthecourseis requiredhasanysignificanteffect onfinalexamscores. Practice Exercise UsingPracticeDataSet2 in AppendixB, determineif salariesareinfluencedby sex,job classification,or aninteractionbetweensexandjob classification.Writea state- mentof results. Section6.7 Repeated-MeasuresANOVA Description Repeated-measuresANOVA extendsthe basicANOVA procedureto a within- subjectsindependentvariable(whenparticipantsprovidedatafor morethanonelevelof an independentvariable).It functionslike a paired-samples/ testwhenmorethantwo levelsarebeingcompared. Assumptions Thedependentvariableshouldbenormallydistributedandmeasuredonaninter- val or ratio scale.Multiplemeasurementsof thedependentvariableshouldbefromthe same(orrelated)participants. SP,S^SData Format At leastthreevariablesarerequired.Eachvariablein theSPSSdatafile shouldrep- resenta singledependentvariableata singlelevelof theindependentvariable'Thus,an analysisof a designwith fourlevelsof anindependentvariablewouldrequirefourvari- ablesin theSPSSdatafile. If anyvariablerepresentsa between-subjectseffect,usetheMixed-DesignANOVA commandinstead. 72
  • 79. Chapter6 ParametricInferentialStatistics RunningtheCommand ThisexampleusestheGRADES.savsample dataset.Recallthat GRADES.savincludesthree sets of grades-PRETEST, MIDTERM, and FINAL-that representthreedifferenttimesduring thesemester.This allowsusto analyzetheeffects of time on the test performanceof our sample population(hencethe within-groupscomparison). Click Analyze,thenGeneralLinear Model, then W,;, Ui**tSubioctFactorNanc ffi* Nr,nrbarqllcv6ls: l3* --J ltl '@ !8*vxido"' t{!idf-!de r $.dryrigp,,, RepeatedMeasures. Note that this procedure requires an optional module. If you do not have this command,you do not have theproper module installed. Thisprocedure is NOT included in the student version o/SPSS. Mea*lxaNsre: I After selectingthe command,you will be presented with the Repeated Measures Define Factor(s)dialog box. This is where you identify the within-subjectfactor(we will call it TIME). Enter3 for thenumberof levels(threeexams)andclickAdd. Now click Define.If we had more than one independentvariable that had repeatedmeasures, we couldenterits nameandclick Add. You will be presentedwith the Repeated Measures dialog box. Transfer PRETEST, MIDTERM, and FINAL to the lhthin-Subjects Variables section. The variable names should be orderedaccordingto whentheyoccurredin time(i.e., the valuesof the independent variable that they represent). Click Options,andSPSSwill computethe meansfor theTIME effect(seeone-way ANOVA for moredetailsabouthow to do this).Click OK to run the command. -xl ,,.,. I B"*,I cr,ca I Hsl f,txrd*r ) gp{|ssriori tSoar garlrr! Cffiporur&'.. h{lruc{ l'or I -Ff?l -9v1"I -ssl U"a* | cro,r"*.I nq... I pagoq..I S""a..I geb*.. I /J
  • 80. Chapter6 ParametricInferentialStatistics ReadingtheOutput This procedureusestheGLM command. GLM standsfor "GeneralLinearModel."It is a very powerfulcommand,and manysectionsof outputarebeyondthescopeofthis text(seeout- put outlineat right).But for the basicrepeated- measuresANOVA, we areinterestedonly in the Testsof l{ithin-SubjectsEffects.Note that the SPSSoutputwill includemanyothersectionsof output,whichyoucanignoreatthispoint. Title Notes Wlthin-Subjects Factors MultivariateTests Mauchly'sTes{ol Sphericity Testsol Wthin-SubjectsEflecls Tesisol /lthin-SubjectsContrasts Testsol Between-SubjectsEllec{s fil sesso,.rtput H &[ GeneralLinearModel Tests of WrllrilFstil)iectsEffecls Measure:MEASURE1 Source TypelllSum ofSouares df MeanSouare F Siq. time SphericityAssumed Greenhouse-Geisser Huynh-Feldt Lower-bound 5673.746 5673.746 5673.746 5673.746 2 1.211 1.247 1.000 2836.873 4685.594 4550.168 5673.746 121.895 121.895 121.895 121.895 000 000 000 000 Error(time)SphericityAssumed Greenhouse-Geisser Huynh-Feldt Lower-bound 930.921 930.921 930.921 930.921 40 24.218 24.939 20.000 23.273 38.439 37.328 46.546 The TPeslsof l{ithin-SubjectsEffectsoutputshouldlook very similarto theoutput from the otherANOVAcommands.In theaboveexample,theeffectof TIME hasanF valueof 121.90with 2 and40 degreesof freedom(we usethe line for SphericityAs- sumed).It is significantat lessthanthe .001level.Whendescribingtheseresults,we shouldindicatethetypeof test,F value,degreesof freedom,andsignificancelevel. Phrasing ResultsThatAre Significant BecausetheANOVA resultsweresignificant,weneedto dosomesortof post-hoc analysis.One of the main limitationsof SPSSis the difficulty in performingpost-hoc analysesfor within-subjectsfactors.With SPSS,theeasiestsolutionto thisproblemis to conductprotecteddependentt testswith repeated-measuresANOVA. Therearemore powerful(andmoreappropriate)post-hocanalyses,but SPSSwill not computethemfor us.Formoreinformation,consultyourinstructoror amoreadvancedstatisticstext. To conductthe protectedt tests,we will comparePRETESTto MIDTERM, MIDTERMto FINAL,andPRETESTto FINAL,usingpaired-samplesI tests.Becausewe areconductingthreetestsand,therefore,inflatingourTypeI error rate,wewill usea sig- nificancelevelof .017(.05/3)insteadof .05. 74
  • 81. Chapter6 ParametricInferentialStatistics Paired Samples Test PairedDifferences df sig {2-tailed)Mean std. Dcvietior Std.Error Mean 950/oConfidence Intervalofthe l)ifferance Lower UoDer Yatr 1 l,KE I E5 | MIDTERM Pai 2 PRETEST . FINAL Pair3 MIDTERM . FINAL -15.2857 -22.8095 -7.5238 3.9641 8.97s6 6.5850 .8650 1.9586 1.4370 -17.0902 -26.8952 -10.5213 -13.4813 -18.7239 4.5264 -'t7.670 -11.646 -5.236 20 20 20 .000 .000 .000 The threecomparisonseachhada significancelevel of lessthan.017, so we can concludethat the scoresimprovedfrom pretestto midterm and again from midterm to fi- nal. To generatethe descriptive statistics,we haveto run the Descriptivescommandfor eachvariable. Becausethe resultsof our exampleaboveweresignificant,we could statethe fol- lowing: A one-wayrepeated-measuresANOVA was calculatedcomparingthe exam scoresof participantsat threedifferenttimes:pretest,midterm,and final. A significanteffect was found (F(2,40) : 121.90,p < .001). Follow-up protectedI testsrevealedthatscoresincreasedsignificantlyfrom pretest(rn: 63.33,sd: 8.93)to midterm(m:78.62, sd:9.66), andagainfrommidterm to final(m= 86.14,sd:9.63). Phrasing ResultsThat Are Not Significant With resultsthatarenot significant,we couldstatethefollowing(theF valueshere havebeenmadeup for purposesof illustration): A one-wayrepeated-measuresANOVA wascalculatedcomparingthe exam scoresof participantsat threedifferenttimes:pretest,midterm,and final. No significant effect was found (F(2,40) = 1.90,p > .05). No significant differenceexistsamongpretest(m: 63.33,sd = 8.93),midterm(m:78.62, sd:9.66), andfinal(m:86.14, sd: 9.63)means. Practice Exercise Use PracticeData Set 3 in Appendix B. Determineif the anxiety level of partici- pantschangedover time (regardlessof which treatmentthey received)using a one-way repeated-measuresANOVA andprotecteddependentI tests.Write a statementof results. Section 6.8 Mixed-Design ANOVA Description The mixed-designANOVA (sometimescalled a split-plot design)teststhe effects of morethanoneindependentvariable.At leastoneof the independentvariablesmust 75
  • 82. Chapter6 ParametricInferentialStatistics be within-subjects(repeatedmeasures).At leastoneof theindependentvariablesmustbe between-subjects. Assumptions The dependentvariable shouldbe normallydistributedandmeasuredon an inter- val or ratio scale. SPSSData Format The dependentvariable shouldbe representedasonevariablefor eachlevelof the within-subjectsindependentvariables.Anothervariableshouldbe presentin the datafile for eachbetween-subjectsvariable.Thus, a 2 x 2 mixed-designANOVA would require threevariables,two representingthe dependentvariable (oneat eachlevel),and onerep- resentingthebetween-subjectsindependentvariable. Running the Command The GeneralLinear Model commandruns the Mixed-Design ANOVA command. Click Ana- lyze, then General Linear Model, then Repeated Measures.Note that this procedure requires an optional module. If you do not have this com- mand, you do not have the proper module in- stalled. This procedure is NOT included in the student version o/,SPSS. The RepeatedMeasurescommand shouldbe usedif any of the independent variables are repeatedmeasures(within- subjects). This example also uses the GRADES.savdata file. Enter PRETEST, MIDTERM, and FINAL in the lhthin- Subjects Variables block. (See the RepeatedMeasuresANOVA commandin Section 6.7 for an explanation.)This exampleis a 3 x 3 mixed-design.There are two independent variables (TIME and INSTRUCT), eachwith three levels. We previouslyenteredthe informationfor TIME in the RepeatedMeasuresDefine Factorsdialogbox. Cocpa''UF46 ) @ ilrGdtilod6b ) iifr.{*r } &rfcrgon l tAdhraf i lAnqtr:l g{hs Udear Rqprto r oitc|hfiy. $rtBtlca i T.d*t gfitsrf*|drvdbbht Add-gnr Uhdorn IK terI s*i I t*., 34 1 mT- Uoo*..I cotrl... I 8q... I Podg*.I Sm.. | 8e4.. I We needto transferINSTRUCT into theBetween-SubjectsFactor(s)block. Click Optionsandselectmeansfor all of the main effectsand the interaction (see one-wayANOVA in Section6.5 for more detailsabouthow to do this). Click OK to run thecommand. 76
  • 83. f Chapter6 ParametricInferentialStatistics ReadingtheOutput As with thestandardrepeatedmeasurescommand,theGLM procedureprovidesa lot of outputwe will notuse.Fora mixed-designANOVA, we areinterestedin two sec- tions.Thefirst is Testsof Within-SubjectsEffects. Testsot Wrtlrilr-SuuectsEflects Measure: Source TypelllSum ofSquares df MeanSouare F sis time sphericityAssumed Greenhouse-Geissel Huynh-Feldt Lower-bound 5673.746 5673.746 5673.746 5673.746 -2 1.181 1.356 1.000 2836.873 4802.586 4't83.583 5673.746 817.954 817.954 817.954 817.954 000 000 000 000 time' instruct SphericilyAssumed 0reenhouse-Geisser Huynh-Feldt Lower-bound 806.063 806.063 806.063 806.063 4 2.363 2.f't2 2.000 201.516 341.149 297.179 403.032 58.103 58.103 58.103 58.103 .000 .000 .000 .000 Erro(time) SphericityAssumed Greenhouse-Geisser Huynh-Feldt Lower-bound 124857 124.857 124.857 124.857 36 21.265 24.41'.| 18.000 3.468 5.871 5.115 6.S37 This sectiongivestwo of the threeanswerswe need(themain effect for TIME and the interactionresultfor TIME x INSTRUCTOR).The secondsectionof outputis Testsof Between-subjectsEffects(sampleoutput is below). Here, we get the answersthat do not contain any within-subjects effects. For our example, we get the main effect for INSTRUCT. Both of thesesectionsmust be combinedto oroducethe full answerfor our analysis. Testsot Betryeen-Sill)iectsEltecls Measure:MEASURE1 ransformedVariable: Source TypelllSum ofSquares df MeanSouare F Siq. Intercepl inslrucl Enor 364192.063 18.698 4368.571 I 2 18 364192.063 9.349 242.6S8 1500.595 .039 .000 .962 If we obtain significanteffects,we must perform somesort of post-hocanalysis. Again, this is oneof the limitationsof SPSS.No easyway to performthe appropriatepost- hoc test for repeated-measures(within-subjects)factorsis available.Ask your instructor for assistancewith this. When describingthe results,you shouldincludeF, the degreesof freedom,andthe significancelevel for eachmain effectandinteraction.In addition,somedescriptivesta- tisticsmustbe included(eithergivemeansor includea figure). Phrasing ResultsThat Are Significant There are threeanswers(at least)for all mixed-designANOVAs. PleaseseeSec- tion 6.6 on factorialANOVA for moredetailsabouthow to interpretandphrasetheresults. 77
  • 84. Chapter6 ParametricInferentialStatistics For the aboveexample,we could statethe following in the resultssection(notethatthis assumesthatappropriatepost-hoctestshavebeenconducted): A 3 x 3 mixed-designANOVA wascalculatedto examinethe effectsof the instructor(Instructors1,2, and,3)and time (pretest,midterm,and final) on scores.A significanttime x instructorinteractionwas present(F(4,36) = 58.10,p <.001). In addition,the main effect for time was significant (F(2,36): 817.95,p < .001). The main effect for instructorwas not significant(F(2,18): .039,p > .05).Uponexaminationof thedata,it appears thatInstructor3 showedthemostimprovementin scoresovertime. With significant interactions, it is often helpful to provide a graph with the de- scriptive statistics.By selectingthePlotsoptionin the main dialog box, you can make graphsof theinteraction like theonebelow.Interactionsaddconsiderablecomplexityto the interpretationof statisticalresults.Consulta researchmethodstext or askyour instruc- tor for morehelpwith interactions. - E@rdAs f Crtt"-l I, I lffi---_ - - cd.r_J - sw&t.tc -==- - s.Cr&Plob: L:J r---r ilme -l -z -3 , ,,,:;',,1."l ","11::::J 2(Il inrt?uct Phrasing ResultsThat Are Not SigniJicant If our resultshadnot beensignificant,we could statethe following (notethatthe.F valuesarefictitious): A 3 x 3 mixed-designANOVA wascalculatedto examinethe effectsof the instructor(lnstructors1,2, and3) and time (pretest,midterm,and final) on scores.No significantmain effectsor interactionswere found. The time x instructorinteraction(F(4,36) = 1.10,p > .05), the main effect for time (F(2,36)= I .95,p > .05),andthemaineffectfor instructor(F(2,18): .039,p > .05) were all not significant.Exam scoreswere not influencedby either time or instructor. Practice Exercise Use PracticeDataSet3 in AppendixB. Determineif anxietylevelschangedover time for eachof the treatment(CONDITION) types.How did time changeanxietylevels for eachtreatment?Write a statementof results. o0 x E i I . ia E I - ! gr! I E t UT 78
  • 85. td Chapter6 ParametricInferentialStatistics Section6.9 Analysisof Covariance Description Analysis of covariance(ANCOVA) allows you to removethe effect of a known covariate. In this way, it becomesa statisticalmethod of control. With methodological controls(e.g.,random assignment),internalvalidity is gained.When suchmethodologi- cal controlsarenot possible,statisticalcontrolscanbe used. ANCOVA can be performedby using the GLM commandif you have repeated- measuresfactors.Becausethe GLM commandis not includedin the BaseStatisticsmod- ule,it is not includedhere. Assumptions ANCOVA requiresthatthecovariatebesignificantlycorrelatedwith thedepend- entvariable.Thedependentvariableandthecovariateshouldbeattheintervalor ratio levels.In addition.bothshouldbenormallydistributed. SPS,SData Format TheSPSSdatafile mustcontainonevariablefor eachindependentvariable,one variablerepresentingthedependentvariable,andatleastonecovariate. Runningthe Command The Factorial ANOVA commandis usedto run ANCOVA. To run it, clickAna- lyze, then GeneralLinear Model, then Uni- variate.Follow the directionsdiscussedfor factorial ANOVA, using the HEIGHT.sav sampledatafile. PlacethevariableHEIGHT as your DependentVariable.EnterSEX as yourFixedFactor,thenWEIGHT astheCo- variate.This last stepdeterminesthe differ- encebetweenregularfactorialANOVA and ANCOVA.ClickOKtoruntheANCOVA. tsr.b"" GrqphrUUnbr,wrndowl.lab - Dogrdrfvdirt{c l-.:-r[7m- till f-;-'l wlswc0't l'|ffi j.*.1,q*J*lgl t{od.L. I c**-1 llr,.. I |'rii l.ri I *l*:" I q&,, I Reports Dascrl$lveSt$stks Crd{'r.t{r} 79
  • 86. Chapter6 ParametricInferentialStatistics Readingthe Output Theoutputconsistsof onemainsourcetable(shownbelow).Thistablegivesyou the main effectsand interactionsyou would have receivedwith a normal factorial ANOVA. In addition,thereis arowfor eachcovariate.In ourexample,wehaveonemain effect(SEX)andonecovariate(WEIGHT).Normally,weexaminethecovariatelineonly to confirmthatthecovariateis significantlyrelatedto thedependentvariable. Drawing Conclusions This sampleanalysiswasperformedto determineif malesandfemalesdiffer in height,afterweightis accountedfor.Weknowthatweightisrelatedto height.Ratherthan matchparticipantsor usemethodologicalcontrols,wecanstatisticallyremovetheeffectof weight. Whengivingtheresultsof ANCOVA,we mustgiveF, degreesof freedom,and significancelevelsfor all maineffects,interactions,andcovariates.If maineffectsor interactionsare significant,post-hoctestsmust be conducted.Descriptivestatistics (meanandstandarddeviation)foreachlevelof theindependentvariableshouldalsobe given. Tests of Between-SubjectsEffects Variable:HEIGHT Source Typelll Sumof Souares df Mean Sorrare F Siq. 9orrecreoMooel lntercept WEIGHT SEX Error Total CorrectedTotal 215.0274 5.580 119.964 66.367 13.911 71919.000 228.938 2 I 1 1 13 16 15 1U/.D'tJ 5.580 1't9.964 66.367 1.070 100.476 5.215 112.112 62.023 .000 .040 .000 .000 a. R Squared= .939(AdjustedR Squared= .930) PhrasingResultsThatAreSignificant Theaboveexampleobtainedasignificantresult,sowecouldstatethefollowing: A one-waybetween-subjectsANCOVA wascalculatedto examinetheeffect of sexonheight,covaryingouttheeffectof weight.Weightwassignificantly relatedto height(F(1,13): ll2.ll,p <.001).Themaineffectfor sexwas significant(F(1,13): 62.02,p< .001),withmalessignificantl!taler(rn: 69.38,sd:3.70) thanfemales(m= 64.50,sd= 2.33. Phrasing ResultsThatAre Not Significant If thecovariateis notsignificant,weneedto repeattheanalysiswithoutincluding thecovariate(i.e.,runanorrnalANOVA). For ANCOVA resultsthatarenotsignificant,you couldstatethefollowing(note thattheF valuesaremadeupfor thisexample): 80
  • 87. Chapter6 ParametricInferentialStatistics A one-waybetween-subjectsANCOVA wascalculatedto examinethe effect of sexon height,covaryingout theeffectof weight.Weightwassignificantly relatedto height(F(1,13)= ll2.ll, p <.001).Themaineffectfor sexwasnot significant(F'(1,13)= 2.02,p > .05),with malesnot beingsignificantlytaller (m : 69.38,sd : 3.70) than females(m : 64.50,sd : 2.33, even after covaryingout theeffectof weight. Practice Exercise Using PracticeData Set 2 in Appendix B, determineif salariesare different for malesand females.Repeatthe analysis,statisticallycontrolling for yearsof service.Write a statementof resultsfor each.Compareandcontrastyour two answers. Section6.10 MultivariateAnalysisof Variance(MANOVA) Description Multivariatetestsarethosethatinvolvemorethanonedependentvariable. While it is possibleto conductseveralunivariatetests(one for eachdependent variable), this causesType I error inflation.Multivariatetestslook at all dependentvariablesat once, in much the sameway that ANOVA looks at all levelsof an independentvariable at once. Assumptions MANOVA assumesthatyou havemultipledependentvariablesthatarerelatedto eachother.Eachdependentvariable shouldbe normally distributedand measuredon an interval or ratio scale. SPSSData Format The SPSSdatafile shouldhavea variablefor eachdependentvariable.Oneaddi- tional variableis requiredfor eachbetween-subjectsindependentvariable. It is alsopos- sible to do a MANCOVA, a repeated-measuresMANOVA and a repeated-measures MANCOVA aswell. Theseextensionsrequireadditionalvariablesin thedatafile. Running the Command Note that this procedure requires an optional module. If you do not have this command,you do not have theproper module installed. Thisprocedure is NOT included in the student version o/SPSS. The following datarepresentSAT andGRE scoresfor 18 participants.Six partici- pantsreceivedno specialtraining,six receivedshort-termtraining beforetaking the tests, and six receivedlong-termtraining.GROUP is coded0 : no training, I = short-term,2 = lons-term.EnterthedataandsavethemasSAT.sav. 8l
  • 88. Chapter6 ParametriclnferentialStatistics SAT GRE 580 600 520 520 500 510 410 400 650 630 480 480 500 490 640 650 500 480 500 510 580 570 490 500 520 520 620 630 550 560 500 510 540 560 600 600 LocatetheMultivariatecommandby clickingAnalyze,thenGeneralLinearModel, thenMultivariate. GROUP 0 0 0 0 0 0 I I I I I I 2 2 2 2 2 2 ffi; gaphs t$ltt6t RrW : ,Wq$nv*st*rus i ,1$lie (onddc Bsrysrsn Lgdrcs ) ) ) , Iqkrcc cocporpntr'., This will bring up the main dialog box. Enter the dependentvariables (GRE andSAT,in thiscase)in theDependentVari- ables blank. Enter the independentvari- able(s)(GROUP,in this case)in theFixed Factor(s)blank.Click OK to run the com- mand. ReadingtheOutput We areinterestedin two primarysectionsof output.Thefirstonegivestheresults of the multivariatetests.The sectionlabeledGROUPis the onewe want.This tellsus whetherGROUPhadaneffectonanyof ourdependentvariables.Fourdifferenttypesof multivariatetestresultsaregiven.Themostwidelyusedis Wilks'Lambda.Thus,thean- swerfor theMANOVA is aLambdaof .828,with4 and28degreesof freedom.Thatvalue isnotsignificant. Ad$tfrs WNry I ) t 82
  • 89. hIIltiv.Ti.ile Teslsc Efiecl Value F Hypothesisdf Enordf sis. Intercept Pillai'sTrace Wilks'Lambda Hotelling'sTrace Roy'sLargestRoot .988 .012 81.312 81.312 569.187. 569.197. 569.187: 569.187! 2.000 2.000 2.000 2.000 4.000 4.000 4.000 4.000 000 000 000 000 group Pillai'sTrace Wilks'Lambda Holelling'sTrace Roy'sLargestRool 1t4 828 206 196 .713 .693: .669 't.469b 4.000 1.000 4.000 2.000 30.000 28.000 26.000 15.000 590 603 619 261 Chapter6 ParametricInferentialStatistics a.Exactstatistic b.TheslatisticisanupperboundonFthatyieldsa lowerboundonthesignificancelevel. c.Design:Intercept+group The secondsectionof outputwe want givesthe resultsof the univariatetests (ANOVAs)for eachdependentvariable. Testsot BelweerFs[l)iectsEflects Source DependentVariable TypelllSum ofSquares df MeanSuuare F Sio. ConecledModel sat gre 3077.778' 5200.000b 2 2 1538.889 2600.000 .360 .587 .703 .568 Intercept sat gre 5205688.889 5248800.000 1 1 5205688.889 5248800.000 1219.448 1185.723 .000 .000 group sat gre 307t.t78 5200.000 2 I 1538.889 2600.000 .360 .597 .703 .568 Enor sal gre 64033.333 66400.000 15 15 4268.889 4426.667 Total sat gte 5272800.000 5320400.000 18 18 CorrectedTotal sat qre 67111.111 71600.000 4' ta 17 a.R Squared= .046(AdjustedR Squared= -.081) b.R Squared=.073(AdjustedR Squared=-051) Drawing Conclusions We interprettheresultsof theunivariatetestsonly if thegroupWilks'Lambdais significant.Our resultsarenot significant,but we will first considerhow to interpretre- sultsthataresignificant. 83
  • 90. Chapter6 ParametricInferentialStatistics Phrasing ResultsThatAre Significant If we had received the following output instead, we would have had a significant MANOVA, and we could statethe following: a Exatlslalistic b.Thestausticis anuppsrboundonFhalyisldsa lffisr boundonthesiqnitcancBlml c.Desi0n:Intercepl+0roup Ieir oaSrtrocs|alEl. Effoda Sourca OsoandahlVa.i Typelllgum dl xean si0 corected todet sat gf8 62017.tt8' 963tt att! 2 2 31038.889 13'1t2.222 t.250 9.r65 006 002 htorc€pt Sat ue 5859605.556 5997338.889 5859605.556 5997338.8S9 I 368.711 I 314.885 000 000 gfoup sal ore 620tt.t78 863arala 2 31038.089 431t2.222 |.250 9.t65 006 002 Erol sat 0rs 61216 667 6S||6 667 15 15 4281.11',l 1561.,|'rr T0lal ote 5985900.000 6152r00000 18 Cor€cled Tolal sal 0re 126291.444 1517611|1 l7 A one-wayMANOVA wascalculatedexaminingtheeffectof training(none, short-term,long-term)onMZand GREscores.A significanteffectwasfound (Lambda(4,28)= ,423,p: .014).Follow-upunivariateANOVAs indicated thatSATscoresweresignificantlyimprovedby training(F(2,15): 7.250,p : .006).GREscoreswerealsosignificantlyimprovedby training(F(2,15): 9'465,P = '002). Phrasing ResultsThatAre Not Significant Theactualexamplepresentedwasnotsignificant.Therefore,wecouldstatethefol- lowingin theresultssection: A one-wayMANOVA wascalculatedexaminingtheeffectof training(none, short-term,or long-term)onSIZ andGREscores.No significanteffectwas found(Lambda(4,28)= .828,p > .05).NeitherSATnor GREscoreswere significantlyinfluencedbytraining. llldbl.Ielrc Ertscl value d] Frr6t dl Srd Inlercepl PillaIsTrace Wilks'Lambda Holsllln0'sT€cs RoYsLargsslRoot .989 .0tI 91.912 91.912 613.592. 6a3.592. 6t3.592. 613.592. 2.000 2.000 2000 2.000 t.000 r.000 1.000 {.000 .000 .000 .000 .000 group piilai's Trec€ Wllks'Lambda HolellingbTrace Roy's Largsst Rool .579 .123 t .350 1 n{o 3.157. 1.t01 't0.t25r | 000 I 000 I 000 2.000 30.000 28.000 26.000 I 5.000 032 011 008 002 84
  • 91. Chapter7 NonparametricInferentialStatistics Nonparametrictestsareusedwhenthecorrespondingparametricprocedureis inap- propriate.Normally,this is becausethe dependentvariable is not interval- or ratio- scaled.It canalsobebecausethedependentvariableis not normallydistributed.If the dataof interestarefrequencycounts,nonparametricstatisticsmayalsobeappropriate. Section7.1 Chi-square Goodnessof Fit Description Thechi-squaregoodnessof fit testdetermineswhetheror not sampleproportions matchthetheoreticalvalues.Forexample,it couldbeusedto determineif adieis"loaded" or fair.It couldalsobeusedto comparetheproportionof childrenbornwith birthdefects to the populationvalue(e.g.,to determineif a certainneighborhoodhasa statistically higher{han-normalrateof birthdefects). Assumptions Weneedto makeveryfewassumptions.Therearenoassumptionsabouttheshape of thedistribution.Theexpectedfrequenciesfor eachcategoryshouldbeatleastl, andno morethan20%oof thecategoriesshouldhaveexpectedfrequenciesof lessthan5. SP,S,SData Format SPSSrequiresonlyasinglevariable. Runningthe Command We will createthefollowingdatasetandcall it COINS.sav.The followingdata representtheflippingof eachof twocoins20times(H iscodedasheads,T astails). CoiNI: HTH HTHHTH HHTTTHTHTTH COiN2:TTHHT HTHTTHHTH HTHTHH Namethetwo variablesCOINI andCOIN2,andcodeH as I andT as2. Thedata file thatyoucreatewill have20rowsof dataandtwocolumns,calledCOINI andCOIN2. 85
  • 92. Chapter7 NonparametricInferentialStatistics To run the Chi-Square comman{ click Analyze,thenNonparametricTests, then Chi-Square. This will bring up the maindialog box for theChi-SquareTest. Transferthe variableCOINI into the Test VariableList. A "fair" coin has an equal chanceof coming up headsor tails. Therefore, we will leave the E'"r- pected Valuessetto All categoriesequal. We could test a specific set of proportionsby entering the relative fre- quencies in the Expected Values area. Click OK to runtheanalysis. i E$cOrURutClc ' ; 6 Garrna*c r (. Usarp.dirdrarr0o l : :.i)iir'l I i i rt,t,i,t I Reading the Output The output consistsof two sec- tions.The first sectiongivesthe frequen- cies (observed1f) of each value of the variable.The expectedvalue is given, alongwith the differenceof the observed from the expectedvalue (called the re- sidual).In our example,with 20 flipsof a coin,we shouldget l0 of eachvalue. Test Statistics coinl unt-uquareo df Asymp.Sig. .200 1 .655 ,le*l 1-l RePsts ) :Y,:f Dascri*hrcststistict I Cdmec lih€nt l 6nsrdlhcir$,lo*l t Csrd*c t RiErcrskn , d.$dfy I O*ERadwllon , ft.k t @tkfta 5*b, ) Qudry{onbd } ROCCtvi,,. Tail i Haad i***- xeio' .r...X pKl n3nI irydI 3Ll cotNl The second section of the outputgives the resultsof the chi- squaretest. a. 0 cells(.0%)haveexpectedfrequencieslessthan 5.Theminimumexpectedcellfrequencyis 10.0. akrdoprdc* 5unphg.,. KMgerdant Sffrpbs,,, 2Rddldtudcs",, KRd*adSsrpbs,,. Observed N Expected N Residual Head Tail Total 11 9 20 10.0 10.0 1.0 -1.0 86
  • 93. Chapter7 NonparametricInferentialStatistics Drawing Conclusions A significantchi-squaretestindicatesthatthedatavaryfromtheexpectedvalues.A testthatisnotsignificaniindicatesthatthedataareconsistentwiththeexpectedvalues. Phrasing ResultsThatAre Significant In describingtheresults,youshouldstatethev.alueof chi-square(whosesymbolis1'1'thedegrees.ofdt.aot, it.'rignin.ance level,anaa descriptionof theresults.Forex-ample'with a significantchi-square(for,asample'differentfromtheexampleabove,suchasif wehaduseda "loaded"die),wecourdstatithefoilowing: A chi-squaregoodnessof fit testwascalculatedcomparingthefrequencyofoccurrenceof eachvalueof a die.It washypothesizedthateachvaluewouldoccuranequalnumberof times.Significanideviationnor trtr rtypothesizedvalueswasfoundfXlSl :25.4g,p i.OS).Thedieappearstobe.,loaded.,, Notethatthisexampleuseshypotheticalvalues. Phrasing ResultsThatAre NotSignificant If theanalysisproducesno significantdifference,asin thepreviousexample,wecouldstatethefollowing: A chi-squaregoodnessof fit testwascalculatedcomparingthefrequencyofocculrenceof headsandtailsona coin.It washypothesizedthateachvaluewouldoccuran equalnumberof times.No significantdeviationfrom thehypothesizedvalueswasfound(xre): .20,prlOsl. Thecoinapfearsto befair. Practice Exercise Use Practice Data Set 2 in Appendix B. In the entire population from which the sample was drawn , 20yo of employees are clerical, 50Yo are technical, and 30%oare profes- sional.Determinewhetheror not thesampledrawnconformsto thesevalues.HINT: Enter therelativeproportionsof thethreesamplesin order(20, 50,30)in the"ExpectedValues" afea. Section 7.2 Chi-Square Test of Independence Description The chi-squaretest of independencetestswhetheror not two variablesare inde- pendentof each other. For example,flips of a coin should be independent events, so knowing the outcomeof one coin tossshouldnot tell us anything aboutthe secondcoin toss.The chi-squaretestof independenceis essentiallya nonparametricversionof the in- teraction term in ANOVA. 87
  • 94. Chapter7 NonparametricInferentialStatistics Drawing Conclusions A significantchi-squaretest indicatesthat the datavary from the expectedvalues. A testthat is not significantindicatesthatthedataareconsistentwith the expectedvalues. Phrosing ResultsThat Are Significant In describingtheresults,you shouldstatethevalueof chi-square(whosesymbolis 1t;, th" degreesof freedom,the significancelevel,anda descriptionof the results.For ex- ample,with a significantchi-square(for a sampledifferent from the exampleabove,such asif we haduseda "loaded"die),we couldstatethefollowing: A chi-squaregoodnessof fit testwascalculatedcomparingthe frequencyof occunenceof eachvalueof a die.It washypothesizedthateachvaluewould occuran equalnumberof times.Significantdeviationfrom the hypothesized valueswasfoundC6:25.48,p < .05).Thedieappearsto be"loaded." Notethatthisexampleuseshypotheticalvalues. Phrasing Results That Are Not Significant If the analysisproducesno significantdifference,as in the previousexample,we couldstatethefollowing: A chi-squaregoodnessof fit testwascalculatedcomparingthe frequencyof occurrenceof headsand tails on a coin. It was hypothesizedthat eachvalue would occur an equal numberof times. No significantdeviationfrom the hypothesizedvalueswasfound(tttl: .20,p > .05).The coin appearsto be fair. Practice Exercise Use PracticeData Set2 in AppendixB. In the entirepopulationfrom which the samplewas drawn, 20o of employeesareclerical,50Yoaretechnical,and30o/oareprofes- sional.Determinewhetheror not the sampledrawnconformsto thesevalues.HINT: Enter therelativeproportionsof thethreesamplesin order(20,50,30) in the"ExpectedValues" area. Section7.2 Chi-SquareTestof Independence Description The chi-squaretest of independencetestswhetheror not two variablesare inde- pendentof eachother.For example,flips of a coin shouldbe independentevents,so knowing the outcomeof one coin tossshouldnot tell us anythingabout the secondcoin toss.The chi-squaretestof independenceis essentiallya nonparametricversionof the in- teraction term in ANOVA. 87
  • 95. Chapter7 NonparametricInferentialStatistics Assumptions Very few assumptionsareneeded.For example,we makeno assumptionsaboutthe shapeof the distribution.The expectedfrequenciesfor eachcategoryshouldbe at least l, andno morethan20o/oof thecategoriesshouldhaveexpectedfrequenciesof lessthan5. .SP,SSData Format At leasttwo variablesarerequired. Running the Command The chi-squaretest of independenceis a componentof the Crosstabscommand.For more details,seethe sectionin Chapter3 on frequency distributionsfor morethanonevariable. This exampleusestheCOINS.savexample. COINI is placedin the Row(s)blank, and COIN2 is placedin the Column(s)blank. Click Statistics.then check the Chi- square box. Click Continue.You may also want to click Cel/s to select expected fre- quenciesin addition to observedfrequencies, as we will do on the next page.Click OK to run the analysis. llfr}1,* qrg" Rpports l.[fltias llllnds* Heb Compalil&nllt 6nn*rEll."f,rsarMMd ' ConeJat* Reqn*e$uh Clarsfy . OaioRrductlon Scala fraqrerrhs,,, R*lo;,. P+P{att,,. *QPlotr,., p&ffi |- Cqrddionc $,iii1ilr'tirir':l .w.l H+l , xire- i Or*ut -*-, - f CedilgacycodlU*r , il* larna , [- FiadCrrm#rv : i f- lalar'd f Llrnbda f Kcnddrldr! ruTa'rvYY i lrYa'*o -Ndridblrttavc -- '. f- [qea f-Eta , TnFr - *, f- Uatcru l- Coc*rgrfs 'ld l{do}Hlcse6l d.ridbs '|'.r'' .::'t':,:;, lt- *:51 .!rd I siJ H'bI 88
  • 96. Chapter7 NonparametricInferentialStatistics ReadingtheOutput The output consistsof two parts.The first part givesyou the counts.In this example,the actual andexpectedfrequenciesareshown becausetheywereselectedwith the Cel/soption. ?r{t$t,,,.l!{h I l?ry1!,,,I ! Ccrr*c fq.rrt I,--! ;l? 0b*cvcd : Cr"* | 1v rxpccico fron I N P"cc*$or Rrdd'Alc i il* npw i if uttlaltddtu I ;l" Colrm I lf $.n*rtu I t|* ral I ll* n4,a"e*aru*Auco I 1.,..-...-..-..--,..----".*.Ji.-*-..--.--.--.'***--*--***-l : Nodrlc$aW{t*t -'- ""-"-^ '-"'-"-l i r no,"u.or"or*r l^ 8o.ndc..trradtr i I f Trurlccalcorntr l. Innc*cr*vralrf* | I r Xor4.r*rprr I COINI' GOIN2Crosstabulatlon corN2 TotalHead Tail golNl Fleao uounl Expected Count 6.1 4 EN 11 11.0 Tail Count Expected Count 4 5.0 4.1 Y 9.0 Total Count Expected Count 11 11.0 I on 20 20.0 Note that you can also use the Cells option to displaythe percentagesof eachvariablethat areeach value.This is especiallyusefulwhen your groupsare differentsizes. The secondpart of the outputgivesthe results of thechi-squaretest.The mostcommonlyusedvalue is the Pearsonchi-square,shown in the first row (valueof .737). Chi-SquareTests Value df Asymp.Sig (2-sided) ExactSig, (2-sided) ExactSig. (1-sided) PearsonL;nr-!'quare ContinuityCorrectiorf LikelihoodRatio Fisher'sExactTest Linear-by-Linear Association N of ValidCases {3t" 165 740 700 20 I 1 1 I .391 .684 .390 .403 .653 .342 a' ComputedonlYfor a 2x2lable b. 3 cells(75.0%)haveexpectedcountlessthan5. Theminimumexpectedcountis 4. 05. Drawing Conclusions A significantchi-squaretestresultindicatesthatthe two variablesarenot inde- pendent.A valuethatis notsignificantindicatesthatthevariablesdonotvarysignificantly fromindependence. 89
  • 97. Chapter7 NonparametricInferentialStatistics Phrasing ResultsThatAre Significant In describingtheresults,you shouldgivethevalueof chi-square,thedegreesof freedom,thesignificancelevel,anda descriptionof theresults.For example,with a sig- nificantchi-square(for a datasetdifferentfromtheonediscussedabove),we couldstate thefollowing: A chi-squaretestof independencewascalculatedcomparingthefrequencyof heartdiseasein menandwomen.A significantinteractionwasfound(f(l) : 23.80,p < .05).Menweremorelikelyto getheartdisease(68%)thanwere women(40% Notethatthissummarystatementassumesthatatestwasrunin whichparticipants'sex,as wellaswhetheror nottheyhadheartdisease,wascoded. Phrasing ResultsThatAre Not Significant A chi-squaretestthatis notsignificantindicatesthatthereis nosignificantdepend- enceof onevariableontheother.Thecoinexampleabovewasnotsignificant.Therefore, wecouldstatethefollowing: A chi-squaretest of independencewas calculatedcomparingthe result of flippingtwo coins.No significantrelationshipwas found(I'(l) = .737,p> .05).Flipsof acoinappeartobeindependentevents. Practice Exercise A researcherwantsto knowwhetheror notindividualsaremorelikelyto helpin an emergencywhentheyareindoorsthanwhentheyareoutdoors.Of 28 participantswho wereoutdoors,19helpedand9 didnot.Of 23participantswhowereindoors,8helpedand 15did not.Enterthesedata,andfind out if helpingbehavioris affectedby theenviron- ment.The key to this problemis in the dataentry.(Hint: How manyparticipantswere there,andwhatdoyouknowabouteachparticipant?) Section7.3 Mann-Whitnev UTest Description TheMann-WhitneyU testisthenonparametricequivalentof theindependentt test. It testswhetheror nottwo independentsamplesarefromthesamedistribution.TheMann- WhitneyU testis weakerthantheindependentt test,andthe/ testshouldbeusedif you canmeetitsassumptions. Assumptions TheMann-WhitneyU testusestherankingsof thedata.Therefore,thedatafor the two samplesmustbeatleastordinal.Therearenoassumptionsabouttheshapeof thedis- tribution. !il;tIFfFF". 90
  • 98. Chapter7 NonparametricInferentialStatistics ,SPS,SData Format Thiscommandrequiresa singlevariablerepresentingthedependentvariableand asecondvariableindicatinggroupmembership. Running the Command This examplewill use a new data file. It representsl2 participantsin a series of races.There were long races,medium races, and short races. Participantseither had a lot of experience (2), some experience(l), or no experience(0). Enter the data from the figure at right in a new file, and savethe datafile as RACE.sav. The values for LONG. MEDIUM, and SHORT represent the resultsof the race,with I being first place and12beinglast. To run the command,click Analyze,thenNon- parametric Tests, then 2 Independent Samples. This willbring up themaindialogbox. Enterthe dependentvariable (LONG, for this example)in the TestVariableList blank. Enterthe in- dependentvariable (EXPERIENCE)as the Grouping Variable.Make surethatMann-WhitneyU is checked. Click DefineGroupsto selectwhich two groups you will compare.For this example,we will compare thoserunnerswith no experience(0) to those runners with a lot of experience(2). Click OK to run the analvsis. iTod Tiryc**- il7 Mxn.dWn6yu I_ Ko&nonsov'SrnirnovZ I l- Mosasa<tcnproactkmc l- W#.Wdrowfrznnrg I Andy* qaphr U*lx i R.po.ti , I Doroht*o1raru.r , Cd||olaaMcrfE t | 6onralthccl'lodd I j C*ru|*c ) r Rooa!33hn ' i cta*iry ) j DatrRoddton ) ' Sada ) :@e@J llrsSarfr t I Q.s*y Cr*rd t I BOCCuv.,,, O$squr.,.. thd|*rl... Rur... 1-sdTpbX-5,.. rl@ttsstpht,., eRlnand5{ndnr,,, KRdetcdsrmplo*.,, nl 3 nl ' ei--' --- n]' rf bl 2: liiiriil',,,-5J IKJ ],TYTI fry* | l*J WMw lbb [6 gl*l | &r*!r*l C.,"* | ryl GnuphgVadadr: fffii0?r-* l ; ..' ,''r 1, 9l
  • 99. Chapter7 NonparametricInferentialStatistics Readingthe Output The outputconsistsof two sections.The first sectiongivesde- scriptivestatisticsfor thetwo sam- ples.Becausethe dataareonly re- quiredto beordinal, summariesre- latingto theirranksareused.Those Test Statisticsb lono Mann-wnrrneyu WilcoxonW z Asymp.Sig.(2-tailed) ExactSig.[2'(1-tailed sis.)l .000 10.000 -2.309 .021 a .029 a. Notcorrectedforties. b.GroupingVariable:experience Drawing Conclusions A significantMann-WhitneyU resultindicatesthatthetwo samplesaredifferentin termsof theiraverageranks. Phrasing ResultsThatAre Significant Ourexampleaboveissignificant,sowecouldstatethefollowing: A Mann-WhitneyUtestwascalculatedexaminingtheplacethatrunnerswith varyinglevelsof experiencetookin a long-distancerace.Runnerswith no experiencedidsignificantlyworse(m place: 6.50)thanrunnerswitha lot of experience(mplace: 2.5A;U = 0.00,p < .05). Phrasing ResultsThatAre Not Significant If we conducttheanalysison theshort-distanceraceinsteadof the long-distance race,wewill getthefollowingresults,whicharenotsignificant. participantswho had no experienceaveraged6.5 as theirplacein therace.Thoseparticipantswith a lot of experienceaveraged2.5astheirplacein therace. Thesecondsectionof theoutputis theresultof the Mann-WhitneyU test itself.The valueobtained was0.0,withasignificancelevelof .021. Ranks exDerience N MeanRank SumofRanks short .00 2.00 Total 4 4 I 4.63 4.38 18.50 17.50 T..t St tlttlct shorl Manrr-wtltnoy u Wilcoxon W z Asymp. Sig. (2-tail6d) ExactSig.[2'(1-tailed sis.)l /.cuu 17.500 -.145 .885 t .886 a. Not corscled for ties. b GrouprngVanabb: sxporience Ranks exDenence N MeanRank Sumof Ranks rong .uu 2.OO Total 4 4 8 o.cu 2.50 Zb.UU 10.00 92
  • 100. Chapter7 NonparametricInferentialStatistics Therefore,we couldstatethe following: A Mann-Whitney U test was used to examine the difference in the race performance of runners with no experience and runners with a lot of experiencein a short-distancerace.No significantdifferencein the resultsof theracewasfound(U :7.50,p > .05).Runnerswith no experienceaveraged a placeof 4.63.Runnerswith a lot of experienceaveraged4.38. Practice Exercise Assumethatthe mathematicsscoresin PracticeExerciseI (Appendix B) aremeas- uredon an ordinal scale.Determineif youngerparticipants(< 26) havesignificantlylower mathematicsscoresthanolderparticipants. Section7.4 Wilcoxon Test Description TheWilcoxontestis thenonparametricequivalentof thepaired-samples(depend- ent)t test.It testswhetheror nottwo relatedsamplesarefromthesamedistribution.The Wilcoxontestis weakerthantheindependentI test,sotheI testshouldbeusedif youcan meetitsassumptions. Assumptions TheWilcoxontestisbasedonthedifferencein rankings.Thedatafor thetwosam- plesmustbeatleastordinal.Therearenoassumptionsabouttheshapeof thedistribution. SP^SSData Format Thetestrequirestwo variables.Onevariablerepresentsthedependentvariableat onelevelof theindependentvariable.Theothervariablerepresentsthedependentvari- ableatthesecondlevelof theindependentvariable. Runningthe Command lrnil$ re*|r u*t Locatethe commandby clicking Analyze,then Non- parametric Tests,then 2 RelatedSamples.This exampleuses theRACE.savdataset. Crrd*! '.;,'{' ;l ; --f---"" This will sd* bringup thedia- o*sqr'.., ' I log box for the *!!fd... I rrr:t^^-.^ ffi | wilcoxon test. 9$l ,Hrl m-35+- li*.1;X.**"..I Notethesimilar- -.lggg*g,lggj=l itv hetween it and i ; .W tne dialog box for the dependentt test. If you have trouble, referto Section6.4on thedependent(paired- samples)I testin Chapter6. 93 lcucf8drcdom- - " -"-l f l.dltf. --- - --- * ivti*r, : ip ulte! '- sip l- xrNdil : , Vrnra2 , I oetm..I
  • 101. Chapter7 NonparametricInferentialStatistics TransferthevariablesLONGandMEDIUM asa pairandclick OK to runthetest. This will determineif the runnersperformequivalentlyon long- andmedium-distance races. Readingthe Output Theoutputconsistsof twoparts.Thefirstpartgivessummarystatisticsfor thetwo variables.Thesecondsectioncontainstheresultof theWilcoxontest(givenas4. Ranks N Mean Rank Sumof Ranks MEUTUM- NegaUVe LONG Ranks Positive Ranks Ties Total a 4 D 5 3c 12 5.38 4.70 21.50 23.50 TestStatisticsb A.MEDIUM< LONG b. tr,lgOtUtr,it>LONG c.LONG= MEDIUM Theexampleaboveshowsthatno significantdifferencewasfoundbetweenthere- sultsof thelong-distanceandmedium-distanceraces. Phrasing ResultsThatAre Significant A significantresultmeansthata changehasoccurredbetweenthetwo measure- ments.If thathappened,wecouldstatethefollowing: A Wilcoxontestexaminedthe resultsof the medium-distanceand long- distanceraces.A significantdifferencewasfoundin theresults(Z = 3.40,p < .05).Medium-distanceresultswerebetterthanlong-distanceresults. Notethattheseresultsarefictitious. Phrasing ResultsThatAre Not Significant In fact,theresultsin theexampleabovewerenotsignificant,sowecouldstatethe following: A Wilcoxon test examinedthe resultsof the medium-distanceand long- distanceraces.No significantdifferencewasfoundin theresults(Z:4.121, p > .05).Medium-distanceresultswerenotsignificantlydifferentfromlong- distanceresults. Practice Exercise Usethe RACE.savdatafile to determinewhetheror not the outcomeof short- distanceracesisdifferentfromthatof medium-distanceraces.Phraseyourresults. MEDIUM - LONG z Asymp. sig. (2-tailed) -1214 .904 a' Basedon negativeranks. b'wilcoxon SignedRanks Test 94
  • 102. Chapter7 NonparametricInferentialStatistics Section7.5 Kruskal-WallisIl Test Description The Kruskal-Wallis .F/ test is the nonparametricequivalent of the one-way ANOVA. It testswhetheror not severalindependentsamplescomefrom the samepopula- tion. Assumptions Becausethe test is nonparametric,thereare very few assumptions.However, the testdoesassumean ordinal levelof measurementfor the dependentvariable. The inde- pendentvariable shouldbe nominal or ordinal. ,SPS,SData Format SPSSrequiresonevariableto representthedependentvariable andanotherto rep- resentthelevelsof theindependentvariable. Running the Command This exampleusestheRACE.savdatafile. To run the command,click Analyze,thenNonparametricTests, thenK IndependentSamples.This will bring up the main dialogbox. Enterthe independentvariable (EXPERIENCE) asthe Grouping Variable,andclick DefineRangeto de- fine the lowest(0) and highest(2) values.Enterthe de- pendent variable (LONG) in the TestVariableList, and click OK. Reading the Output The output consistsof two parts. The first part gives summarystatisticsfor eachof the groups definedby the group- ing (independent)variable. 2 (nC*dsdd.r.,, RangpforEm{*tEVrri*lt Mi{run l0 Mrrdlrrrn la ffi ('$5*|..,. ffudd,,. RrJf.,. l-Samda(-5.,. tc"{h.I +ry{| Hdp I Co,rpftlbfF ) | 6;?Cl"tsilodd r i Canl*t I i Ratatdan ' ;d#rt I 0d! ildrdoft I i scdi I l@J thr Sarbr l ) qr.nr(o.*rd t I nOCArs,., Ranks exoerience N MeanRank rong .uu 1.00 2.00 Total 4 4 4 12 10.50 6.50 2.50 95
  • 103. TestStatisticf,b lonq unr-uquare df Asymp.Sig. 9.846 2 .007 a' KruskalWallisTest b. GroupingVariable:experience Drawing Conclusions Like the one-wayANOVA, the Kruskal-Wallistestassumesthat the groupsare equal.Thus,a significantresultindicatesthatatleastoneof thegroupsis differentfromat leastoneothergroup.UnliketheOne-llayANOVAcommand,however,thereareno op- tionsavailablefor post-hocanalysis. Phrasing ResultsThatAre Significant Theexampleaboveis significant,sowecouldstatethefollowing: A Kruskal-Wallistestwas conductedcomparingthe outcomeof a long- distanceracefor nmnerswith varyinglevelsof experience.A significant resultwasfound(H(2): 9.85,p < .01),indicatingthatthegroupsdiffered fromeachother.Runnerswithnoexperienceaveragedaplacementof 10.50, whilerunnerswith someexperienceaveraged6.50andrunnerswith a lot of experienceaveraged2.50.Themoreexperiencethe runnershad,the better theyperformed. Phrasing ResultsThqtAre Not Significant If we conductedtheanalysisusingtheresultsof theshort-distancerace,wewould getthefollowingoutput,whichisnotsignificant. Chapter7 NonparametricInferentialStatistics The secondpartof theoutputgivestheresults of theKruskal-Wallistest(givenasa chi-squarevalue, butwe will describeit asan II).The examplehereis a significantvalueof 9.846. Ranks exoenence N MeanRank snon .uu 1.00 2.00 Total 4 4 4 12 6.3E 7.25 5.88 Teet Statlstlc$'b short unFuquare df Asymp.Sig. .299 2 .861 a. KruskalWallisTest b.GroupingVariable:experience Thisresultisnotsignificant,sowecouldstatethefollowing: A Kruskal-Wallistest was conductedcomparingthe outcomeof a short- distanceracefor runnerswith varyinglevelsof experience.No significant differencewasfound(H(2):0.299,p > .05),indicatingthatthegroupsdid notdiffersignificantlyfromeachother.Runnerswith noexperienceaveraged a placementof 6.38,whilenmnerswith someexperienceaveraged7.25and nmnerswith a lot of experienceaveraged5.88.Experiencedid not seemto influencetheresultsof theshort-distancerace. 96
  • 104. Chapter7 NonparametricInfbrentialStatistics Practice Exercise UsePracticeDataSet2 in AppendixB. Jobclassificationis ordinal (clerical< technical< professional).Determineif malesandfemaleshavedifferinglevelsofjob clas- sifications.Phraseyourresults. Section7.6 Friedman Test Description TheFriedmantestis thenonparametricequivalentof a one-wayrepeated-measures ANOVA. It isusedwhenyouhavemorethantwomeasurementsfromrelatedparticipants. Assumptions Thetestusestherankingsof thevariables,sothedatamustbeat leastordinal.No otherassumptionsarerequired. SP,SSData Format SPSSrequiresat leastthreevariablesin the SPSSdatafile. Eachvariablerepre- sentsthedependentvariableatoneof thelevelsof theindependentvariable. Runningthe Command Locatethecommandby clickingAnalyze,then NonparametricTests,thenK RelatedSamples.Thiswill bringupthemaindialogbox. f r;'ld{iv f* Cdi#ln Placeall thevariablesrepresentingthelevelsof theindependentvariablein the TestVariablesarea.Forthisexample,usetheRACE.savdatafile andthevariablesLONG, MEDIUM.andSHORT.ClickO1(. 97
  • 105. Chapter7 NonparametricInferentialStatistics ReadingtheOutput Theoutputconsistsof two sections.Thefirstsectiongivesyousummarystatistics for eachof thevariables.Thesecondsectionof theoutputgivesyoutheresultsof thetest as a chi-squarevalue.The exampleherehasa valueof 0.049and is not significant (Asymp.Sig.,otherwiseknownasp,is.976,whichisgreaterthan.05). Ranks TestStatisticf Mean Rank LUNU MEDIUM SHORT 2.00 2.04 1.96 12 Chi-Square| .049 dflz Asymp.Sis. | .976 a. FriedmanTest Drawing Conclusions The Friedmantestassumesthatthethreevariablesarefrom the samepopulation.A significantvalueindicatesthatthevariablesarenot equivalent. PhrasingResultsThatAreSignificant If we obtaineda significantresult,we could statethe following (theseare hypo- theticalresults): A Friedmantest was conductedcomparingthe averageplace in a race of nrnnersfor short-distance,medium-distance,and long-distanceraces.A sig- nificantdifferencewas foundC@: 0.057,p < .05).The lengthof the race significantlyaffectstheresultsof therace. PhrasingResultsThatAreNotSignificant In fact,theexampleabovewasnotsignificant,sowecouldstatethefollowing: A Friedmantestwasconductedcomparingthe averageplacein a raceof runnersfor short-distance,medium-distance,and long-distanceraces.No significantdifferencewasfounddg = 0.049,p > .05).Thelengthof the racedidnotsignificantlyaffecttheresultsof therace. Practice Exercise Usethedatain PracticeDataSet3 in AppendixB. If anxietyis measuredonanor- dinal scale,determineif anxietylevelschangedovertime.Phraseyourresults. 98
  • 106. $ 't,s i$ .fi j Chapter8 TestConstruction Section 8.1 ltem-Total Analvsis Description Item-totalanalysisis a way to assessthe internal consistencyof a dataset.As such,it is oneof manytestsof reliability. Item-totalanalysiscomprisesa numberof items thatmakeup a scaleor testdesignedto measurea singleconstruct(e.g.,intelligence),and determinesthe degreeto which all of the itemsmeasurethe sameconstruct.It doesnot tell you if it is measuringthe correctconstruct(thatis a questionof validity). Beforea testcan bevalid,however,it mustfirstbereliable. Assumptions All theitemsin thescaleshouldbemeasuredon an interval or ratio scale.In addi- tion,eachitem shouldbe normallydistributed.If your itemsareordinal in nature,you can conductthe analysisusing the Spearmanrho correlationinsteadof the Pearsonr correla- tion. SP.SSData Forrnat SPSSrequiresone variablefor eachitem (or question)in the scale.In addition,you must havea variablerepresentingthetotal scorefor the scale. iilrliililrr' .q! l I"1l J13l .ry1 |7 nagris{icsitqorrcldimr click OK. (For morehelp on conductingconelations, culatedwith thetechniquesdiscussedin Chapter2. , CondationCoalfubr*c l|7 P"as* l- Kcndafsta* f- Spoamm l**-*__.-_^__ , Tsd ot SlJnific&cs '. I rr r'oorxaa f ona.{atud I I Andyle Grrphs Ulilities Window Help RPpo*s , Ds$rripllvoStatirlicc ) Ccmpar*Msans F GtneralLinearMadel I WRiqression ) !:*l',." : Conducting the Test Item-totalanalysisusesthe Pearson Coruelation command. To conduct it, open the QUESTIONS.savdatafile you cre- ated in Chapter2. Click Analyze, thenCoruelate,thenBivariate. Placeall questionsand the total in the right-handwindow, and seeChapter5.) The totalcanbe cal- Vuiabla* 99
  • 107. Chapter8 TestConstruction ReadingtheOutput The output consistsof a correlationmatrix containingall questionsand the total. Use the columnlabeledTOTAL, and lo- cate the correlationbetweenthe total scoreand eachquestion.In the exampleat right, QuestionI hasa correlationof 0.873with the totalscore.Question2 hasacorre- lation of -0.130 with the total. Question3 has a correlationof 0.926withthetotal. Correlatlons o1 o2 Q3 TOTAL Lll l'oarson,orrelallon Sig.(2-tailed) N 1.000 4 cll .553 4 t to .282 4 o/J .127 4 UZ PearsonCorrelalion Si9.(2-tailed) N -.447 .553 4 1.000 4 -.229 .771 4 -.130 .870 4 Q3 P€arsonCorrelation Sig.(2-tailed) N .718 .?82 4 ..229 .771 4 1.000 4 .YZO .074 4 TOTAL PearsonConelation Sig.(2-tailed) N .873 .127 4 -.130 .870 4 .926 .074 4 1.000 4 Interpreting the Output Item-totalcorrelationsshouldalwaysbepositive.If youobtaina negativecorrela- tion, that questionshouldbe removedfrom the scale(or you may considerwhetherit shouldbereverse-keyed). Generally,item-totalcorrelationsof greaterthan 0.7 areconsidereddesirable. Thoseof lessthan0.3areconsideredweak.Any questionswith correlationsof lessthan 0.3shouldberemovedfromthescale. Normally,theworstquestionisremoved,thenthetotalisrecalculated.Aftertheto- tal is recalculated,the item-totalanalysisis repeatedwithoutthe questionthat wasre- moved.Then,if anyquestionshavecorrelationsof lessthan0.3,theworstoneis removed, andtheprocessisrepeated. Whenall remainingcorrelationsaregreaterthan0.3,the remainingitemsin the scaleareconsideredtobethosethatareinternallyconsistent. Section8.2 Cronbach'sAlpha Description Cronbach'salphais a measureof internalconsistency.As such,it is oneof many testsof reliability. Cronbach'salphacomprisesa numberof itemsthatmakeup a scale designedto measurea singleconstruct(e.g.,intelligence),anddeterminesthe degreeto whichall theitemsaremeasuringthesameconstruct.It doesnottell youif it is measuring thecorrectconstruct(thatis a questionof validity).Beforea testcanbevalid,however,it mustfirstbereliable. Assumptions All theitemsin thescaleshouldbemeasuredonanintervalor ratio scale.In addi- tion,eachitemshouldbenormallydistributed. 100
  • 108. Chapter8 TestConstruction ,SP,SSData Format SPSSrequiresonevariablefor eachitem(orquestion)in thescale. Runningthe Command This example uses the QUEST- IONS.savdatafile we firstcreatedin Chapter 2. Click Analyze,thenScale,thenReliability Analysis. Thiswill bringupthemaindialogbox for Reliability Analysis.Transferthe ques- tionsfrom your scaleto theItemsblank,and click OK.Do nottransferanyvariablesrepre' sentingtotalscores. ReadingtheOutput In this example,the reliabilitycoefficientis 0.407. Numberscloseto 1.00areverygood,but numberscloseto 0.00representpoorinternalconsistency. Section8.3 Test-RetestReliability Udtbr Wh&* tbb ) f: ; l, it. ) ) NotethatwhenyouchangetheoP- tionsunderModel,additionalmeasuresof internalconsistency(e.9.,split-half)can becalculated. RelLrltilityStntistics Cronbach's Aloha N ofltems .407 3 Description Test-retestreliabilityis a measureof temporalstability.As such,it is a measure of reliability.Unlikemeasuresof internalconsistencythattell youtheextentto whichall of thequestionsthatmakeup a scalemeasurethesameconstruct,measuresof temporal stabilitytellyouwhetheror nottheinstrumentisconsistentovertimeand/orovermultiple administrations. Assumptions Thetotalscorefor thescaleshouldbeanintervalor ratio scale.Thescalescores shouldbenormallydistributed. ql * q3 l0l
  • 109. Chapter8 TestConstruction .SP,S,SData Format SPSSrequiresavariablerepresentingthetotalscorefor thescaleatthetimeof first administration.A secondvariablerepresentingthetotalscorefor thesameparticipantsata differenttime(normallytwoweekslater)isalsorequired. Runningthe Command Thetest-retestreliabilitycoefficientis simplya Pearsoncorrelationcoefficientfor therelationshipbetweenthetotalscoresfor thetwo administrations.To computethecoef- ficient,follow thedirectionsfor computinga Pearsoncorrelationcoefficient(Chapter5, Section5.1).Usethetwovariablesrepresentingthetwoadministrationsof thetest. Readingthe Output The correlationbetweenthetwo scoresis thetest-retestreliabilitycoeffrcient.It shouldbepositive.Strongreliability is indicatedby valuescloseto 1.00.Weakreliability isindicatedby valuescloseto0.00. Section8.4 Criterion-Related Validitv Description Criterion-relatedvaliditydeterminestheextentto whichthescaleyou aretesting correlateswith a criterion.Forexample,ACTscoresshouldcorrelatehighlywith GPA.If theydo,thatisa measureof validity forACTscores.If theydonot,thatindicatesthatACT scoresmaynotbevalidfor theintendedpurpose. Assumptions All of thesameassumptionsfor thePearsoncorrelationcoefficientapplyto meas- uresof criterion-relatedvalidity(intervalor ratio scales,normaldistribution,etc.). .SP,S,SData Format Two variablesarerequired.Onevariablerepresentsthetotalscorefor thescaleyou aretesting.Theotherrepresentsthecriterionyouaretestingit against. Runningthe Command Calculatingcriterion-relatedvalidityinvolvesdeterminingthePearsoncorrelation valuebetweenthescaleandthecriterion.SeeChapter5,Section5.1for completeinforma- tion. ReadingtheOutput Thecorrelationbetweenthetwo scoresis thecriterion-relatedvaliditycoefficient. It shouldbepositive.Strongvalidity is indicatedby valuescloseto 1.00.Weakvalidity is indicatedbyvaluescloseto0.00. 102
  • 110. AppendixA EffectSize Many disciplinesare placing increasedemphasison reporting effect size. While statisticalhypothesistestingprovidesa way to tell the oddsthat differencesarereal,effect sizesprovide a way to judge the relativeimportanceof thosedifferences.That is, they tell us thesizeof thedifferenceor relationship.They arealsocriticalif you would like to esti- matenecessarysamplesizes,conducta poweranalysis,or conducta meta-analysis.Many professionalorganizations(e.g.,the AmericanPsychologicalAssociation)arenow requir- ing or stronglysuggestingthateffectsizesbe reportedin additionto the resultsof hypothe- sistests. Becausethereare at least4l different typesof effect sizes,reachwith somewhat differentproperties,the purposeof this Appendix is not to be a comprehensiveresourceon effect size,but ratherto showyou how to calculatesomeof the mostcommonmeasuresof effectsizeusingSPSS15.0. Cohen's d One of the simplestand most popular measuresof effect size is Cohen's d. Cohen'sd is a memberof a classof measurementscalled"standardizedmeandifferences." In essence,d is thedifferencebetweenthetwo meansdividedby theoverallstandard de- viation. It is not only a popularmeasureof effectsize,but Cohenhasalsosuggesteda sim- ple basisto interpretthevalueobtained.Cohen'suggestedthateffectsizesof .2 aresmall, .5aremedium,and.8arelarge. We will discussCohen's d asthepreferredmeasureof effect sizefor I tests.Unfor- tunately,SPSSdoesnot calculateCohen's d. However,this appendixwill coverhow to calculateit from the outputthatSPSSdoesproduce. EffectSizeforSingle-Samplet Tests AlthoughSPSSdoesnot calculateeffectsizefor the single-sample/ test,calculat- ing Cohen'sd is a simplematter. ' Kirk, R.E. (1996). Practicalsignificance:A conceptwhosetime has come.Educational& Psychological Measurement,56, 746-759. ' Cohen,J. (1992).A powerprimer.PsychologicalBulletin, t t 2, 155-159. 103
  • 111. Om'S$da sltb.tr xoan std Dflalon Std Eror Ygan LENOIH 0 16 qnnn | 9?2 AppendixA Effect Size T-Test o'r..Srt!- Iad TsstValuo= 35 d slg (2-lailsd) Igan Dill6f6nao 95$ Conld6nca lhlld.t ottho uo00r 71r' I sooo I l55F-07 Cohen's d for a single-sampleI testis equal to the mean differenceover the standard de- viation. If SPSSprovidesus with the follow- ing output,we calculated asindicatedhere: t.t972 d =.752 D sD .90 d- d- In this example,using Cohen's guidelinesto judge effect size,we would have an effect sizebetweenmediumandlarge. EffectSizefor Independent-Samplest Tests Calculatingeffectsizefromtheindependentt testoutputisa littlemorecomplex becauseSPSSdoesnot provideus with thepootedstandarddeviation.The uppersection of the output,however,doesprovideus with the informationwe needto calculateit. The outputpresentedhereis thesameoutputwe workedwith in Chapter6. Group Statlltlcr morntno N Mean Std. Oeviation Std.Error Mean graoe No yes z 2 UZ.SUUU 78.0000 J.JJIDJ 7.07107 Z,SUUUU s.00000 S pooled = (n,-1)s,2+(n, -l)sr2 nr+nr-2 /12- tlr.Sr552+(2-t)7.07| ( rpooted- 2+21 S pool"d = Spooted = 5'59 Oncewe havecalculatedthe pooledstandard deviation(spooud),we cancalculate Cohen'sd. , x,-x,Q=-- S pooled , 82.50- 78.00 o =- 5.59 d =.80 104
  • 112. AppendixA Effect Size So, in this example,using Cohen'sguidelinesfor the interpretationof d, we would have obtaineda largeeffectsize. EffectSizeforPaired-Samplest Tests As you have probably learnedin your statisticsclass,a paired-samplesI test is reallyjust a specialcaseof the single-sampleI test.Therefore,the procedurefor calculat- ing Cohen'sd is alsothe same.The SPSSoutput,however,looksa little different,soyou will betakingyour valuesfrom differentareas. Pair€dSamplosTest PairedDifferences df sig (2-tailed)Mean std. f)eviatior Std.Error Mean 95% Confidence Intervalof the f)iffcrcnne Lower Upper YAlt 1 |'KE ttss I . FINAL -22.809s A OTqA 1.9586 -26.8952 -18.7239 11.646 20 .000 ,Du -- JD -22.8095 8.9756 d = 2.54 Notice that in this example,we representthe effect size (d; as a positive number eventhoughit is negative.Effectsizesarealwayspositivenumbers.In thisexample,using Cohen'sguidelinesfor the interpretationof d, we havefounda very largeeffect size. 12(Coefficient of Determination) While Cohen's d is the appropriatemeasureof effect size for / tests,correlation and regressioneffect sizesshouldbe determinedby squaringthe correlationcoefficient. This squaredcorrelationis calledthecoefficientof determination. Cohen' suggestedhere thatcorrelationsof .5, .3,and.l correspondedto large,moderate,andsmallrelationships. Thosevaluessquaredyield coefficientsof determinationof .25,.09,and.01respectively. It would appear,therefore,that Cohenis suggestingthat accountingfor 25o/oof the vari- ability representsa largeeffbct,9oha moderateeffect,andlo/oa smalleffect. EffectSizefor Correlation Nowhere is the effect of samplesize on statisticalpower (and thereforesignifi- cance)moreapparentthanwith correlations.Given a largeenoughsample,any correlation canbecomesignificant.Thus,effect sizebecomescritically importantin the interpretation of correlations. 'Cohen, J. (1988). Statisticalpower analysisfor the behavioralsciences(2"ded). New Jersey:Lawrence Erlbaum. 105
  • 113. AppendixA Effect Size The standardmeasureof effect sizefor correlationsis the coefficient of determi- nation (r2) discussedabove.The coefficient should be interpretedas the proportion of variance in the dependentvariable that canbe accountedfor by the relationshipbetween theindependentanddependentvariables.While Cohenprovidedsomeusefulguidelines for interpretation,eachproblemshouldbe interpretedin termsof its true practicalsignifi- cance.For example,if a treatmentis very expensiveto implement,or hassignificantside effects,then a largercorrelationshouldbe requiredbeforethe relationshipbecomes"im- portant."For treatmentsthat arevery inexpensive,a much smallercorrelationcan be con- sidered"important." To calculatethe coefficientof determination,simply takethe r valuethat SPSS providesandsquareit. EffectSizefor Regression TheModelSummarysec- tion of the output reportsR2 for you. The example output here showsa coefficient of determi- nation of .649,meaningthat al- most65% (.649of the variabil- ity in the dependentvariable is accountedfor by the relationship betweenthe dependentand in- dependentvariables. EtaSquaredQtz) A third measureof effect sizeis Eta Squared(ry2).Eta Squared is usedfor Analy- sisof Variancemodels.The GLM (GeneralLinearModel) functionin SPSS(the function thatrunsthe proceduresunderAnalyze-General Linear Model) will provideEta Squared (tt'). Eta Squaredhasan interpretationsimilarto a squaredcor- relationcoefficient1l1.lt representstheproportionof thevariance n, - SS"ik", accountedfor by the effect.-Unlike ,2, ho*euer, which represents tt - Sqr," . SS* onlylinearrelationships,,72canrepresentanytypeofrelationship. EffectSizefor Analysisof Variance For mostAnalysisof Varianceproblems,you shouldelectto reportEta Squared asyoureffectsizemeasure.SPSSprovidesthiscalculationfor youaspartof theGeneral LinearModel(GLIrl)command. To obtainEta Squared,yousimplyclickon theOptionsbox in themaindialog box for theGLM commandyouarerunning(thisworksfor Univariate,Multivariate,and RepeatedMeasuresversionsof thecommandeventhoughonly the Univariateoptionis presentedhere). ModelSummary Model R RSouare Adjusted R Souare Std.Error of the Estimate .8064 .649 .624 16.1480 a. Predictors:(Constant),HEIGHT 106
  • 114. Appendix A Effect Size Onceyou haveselectedOptions,a new dialog box will appear.Oneof the optionsin that box will beEstimatesof ffict sze. When you selectthat box, SPSSwill provideEta Squaredvaluesaspartofyour output. l-[qoral* |- $FdYr|dg f A!.|it?ld rli*dr f'9n drffat*l Cr**l.|tniliivdrra5: TestsotEetweerF$iltectsEftcct3 tl l c,,*| n* | DependenlVariable:score Source TypelllSum nf Sdila!es df tean Souare F siq, PadialEta Souared u0rrecleoM00el Inlercepl gr0up Enor Total CorrectedTotal 10.450r 91.622 10.450 3.283 105.000 13.733 2 4 I 1 12 15 't4 5.225 s't.622 5.225 .274 19.096 331.862 1S.096 .000 .000 .000 761 965 761 a.RSquared= .761(AdiusiedRSquared= .721) In theexamplehere,we obtainedanEta Squaredof .761for our maineffectfor groupmembership.Becausewe interpretEta Squaredusingthesameguidelinesas,', we wouldconcludethatthisrepresentsalargeeffectsizefor groupmembership. 107
  • 115. Appendix B PracticeExerciseDataSets PracticeDataSet2 A surveyof employeesis conducted.Eachemployeeprovidesthe following infor- mation: Salary (SALARY), Years of Service (YOS), Sex (SEX), Job Classification (CLASSIFY),andEducationLevel(EDUC).Notethatyou will haveto codeSEX (Male: l, Female: 2) andCLASSIFY (Clerical: l, Technical: 2, Professional: 3). ll*t:g - Jrs$q Numsric lNumedc SALARY 35,000 18,000 20,000 50,000 38,000 20,000 75,000 40,000 30,000 22,000 23,000 45,000 YOS SEX 8 Male 4 Female I Male 20 Female 6 Male 6 Female 17 Male 4 Female 8 Male l5 Female 16 Male 2 Female CLASSIFY EDUC Technical 14 Clerical l0 Professional l6 Professional l6 Professional 20 Clerical 12 Professional 20 Technical 12 Technical 14 Clerical 12 Clerical 12 Professional l6 PracticeDataSet3 Participantswho havephobiasaregivenoneof threetreatments(CONDITION). Theiranxietylevel(1 to l0) is measuredatthreeintervals-beforetreatment(ANXPRE), onehour aftertreatment(ANXIHR), andagainfour hoursaftertreatment(ANX4HR). Notethatyouwill haveto codethevariableCONDITION. 4lcondil ,Numeric 7l i'- '* '" ll0
  • 116. Appendix B PracticeExerciseData Sets ANXPRE 8 t0 9 7 7 9 l0 9 8 6 8 6 9 l0 7 ANXIHR 7 l0 7 6 7 4 6 5 3 3 5 5 8 9 6 CONDITION Placebo Placebo Placebo Placebo Placebo ValiumrM ValiumrM ValiumrM ValiumrM ValiumrM ExperimentalDrug ExperimentalDrug ExperimentalDrug ExperimentalDrug ExperimentalDrug ANX4HR 7 l0 8 6 7 5 I 5 5 4 3 2 4 4 3 lll
  • 117. AppendixC Glossary All Inclusive.A setof eventsthatencompasseseverypossibleoutcome. Alternative Hypothesis.The oppositeof the null hypothesis,normally showingthat there is a true difference.Generallv. this is the statementthat the researcherwould like to support. CaseProcessingSummary. A sectionof SPSSoutputthat lists the numberof subjects usedin theanalysis. Coefficient of Determination. The value of the correlation, squared.It provides the proportionof varianceaccountedfor by therelationship. Cohen's d. A common and simplemeasureof effect sizethat standardizesthe difference betweengroups. Correlation Matrix. A sectionof SPSSoutput in which correlationcoefficientsare reportedfor allpairsof variables. Covariate. A variableknown to be relatedto the dependentvariable,but not treatedasan independentvariable.Usedin ANCOVA asa statisticalcontroltechnique. Data Window. The SPSSwindow that containsthe datain a spreadsheetformat. This is the window usedfor runningmostcommands. Dependent Variable. An outcome or responsevariable. The dependentvariable is normallydependenton the independentvariable. Descriptive Statistics.Statisticalproceduresthatorganizeandsummarizedata. $ nialog Box. A window that allows you to enter information that SPSSwill use in a $ command. t * OichotomousVariables.Variableswithonlytwolevels(e.g.,gender). il I DiscreteVariable.A variablethatcanhaveonly certainvalues(i.e.,valuesbetween 'f *hich thereisnoscore,likeA, B, C,D, F). I' i Effect Size.A measurethat allows oneto judge the relativeimportanceof a differenceor . relationshipby reportingthe sizeof a difference. Eta Squared(q2).A measureof effectsizeusedin Analysisof Variancemodels. I 13
  • 118. AppendixC Glossary Grouping Variable. In SPSS,the variableusedto representgroupmembership.SPSS often refersto independentvariablesas groupingvariables;SPSSsometimesrefersto groupingvariablesasindependentvariables. IndependentEvents.Two eventsareindependentif informationaboutoneeventgivesno informationaboutthesecondevent(e.g.,twoflipsof acoin). IndependentVariable.Thevariablewhoselevels(values)determinethegroupto whicha subjectbelongs.A true independentvariableis manipulatedby the researcher.See GroupingVariable. Inferential Statistics.Statisticalproceduresdesignedto allow the researcherto draw inferencesaboutapopulationonthebasisof asample. Interaction.With morethanoneindependentvariable,aninteractionoccurswhena level of oneindependentvariableaffectstheinfluenceof anotherindependentvariable. Internal Consistency.A reliabilitymeasurethatassessesthe extentto which all of the itemsin aninstrumentmeasurethesameconstruct. Interval Scale.A measurementscalewhereitems are placedin mutuallyexclusive categories,with equal intervalsbetweenvalues.Appropriatetransformationsinclude counting,sorting,andaddition/subtraction. Levels.Thevaluesthata variablecanhave.A variablewiththreelevelshasthreepossible values. Mean.A measureof centraltendencywherethesumof thedeviationscoresequalszero. Median.A measureof centraltendencyrepresentingthemiddleof a distributionwhenthe dataaresortedfromlow tohigh.Fiftypercentof thecasesarebelowthemedian. Mode. A measureof centraltendencyrepresentingthe value(or values)with the most subjects(thescorewiththegreatestfrequency). Mutually Exclusive.Two events are mutually exclusivewhen they cannotoccur simultaneously. Nominal Scale.A measurementscalewhereitemsare placedin mutuallyexclusive categories.Differentiationis by nameonly(e.g.,race,sex).Appropriatecategoriesinclude "same"or "different." Appropriatetransformationsincludecounting. NormalDistribution.A symmetric,unimodal,bell-shapedcurve. Null Hypothesis.The hypothesisto be tested,normally in which there is no tnre difference.It ismutuallyexclusiveof thealternativehypothesis. n4
  • 119. AppendixC Glossary Ordinal Scale. A measurementscale where items are placed in mutually exclusive categories, in order. Appropriate categories include "same," "less," and "more." Appropriatetransformationsincludecountingandsorting. Outliers. Extremescoresin a distribution.Scoresthat arevery distantfrom the meanand therestof the scoresin the distribution. Output Window. The SPSSwindow thatcontainstheresultsof an analysis.The left side summarizesthe resultsin an outline.The right sidecontainstheactualresults. Percentiles(Percentile Ranks). A relativescorethatgivesthepercentageof subjectswho scoredat the samevalueor lower. Pooled Standard Deviation. A singlevaluethat representsthe standarddeviationof two groupsofscores. Protected Dependent/ Tests.To preventthe inflation of a Type I error,the level needed to be significantis reducedwhenmultipletestsareconducted. Quartiles. The points that define a distribution into four equal parts.The scoresat the 25th,50th,and75thpercentileranks. Random Assignment.A procedurefor assigningsubjectsto conditionsin which each subjecthasanequalchanceofbeing assignedto anycondition. Range.A measureof dispersionrepresentingthe numberof points from the highestscore throughthe lowestscore. Ratio Scale. A measurementscale where items are placed in mutually exclusive categories, with equal intervals between values, and a true zero. Appropriate transformationsincludecounting,sorting,additiott/subtraction,andmultiplication/division. Reliability. An indicationof the consistencyof a scale.A reliable scaleis intemally consistentandstableovertime. Robust. A testis saidto be robustif it continuesto provideaccurateresultsevenafterthe violationof someassumptions. Significance.A differenceis said to be significantif the probability of making a Type I error is lessthan the acceptedlimit (normally 5%). If a differenceis significant,the null hypothesisis rejected. Skew. The extentto which a distributionis not symmetrical.Positiveskewhasoutlierson thepositive(right)sideof thedistribution.Negativeskewhasoutlierson thenegative(left) sideof thedistribution. Standard Deviation. A measureof dispersionrepresentinga special type of average deviationfrom themean. I 15
  • 120. AppendixC Glossary StandardError of Estimate.The equivalentof the standarddeviationfor a regression line.Thedatapointswill benormallydistributedaroundtheregressionlinewith a standard deviationequalto thestandarderrorof theestimate. StandardNormal Distribution.A normaldistributionwith a meanof 0.0anda standard deviationof 1.0. StringVariable.A stringvariablecancontainlettersandnumbers.Numericvariablescan containonlynumbers.MostSPSScommandswill notfunctionwith stringvariables. Temporal Stability. This is achievedwhenreliabilitymeasureshavedeterminedthat scoresremainstableovermultipleadministrationsof theinstrument. Tukey's HSD. A post-hoccomparisonpurportedto revealan "honestlysignificant difference"(HSD). Type I Error. A Type I erroroccurswhenthe researchererroneouslyrejectsthe null hypothesis. Type II Error. A TypeII erroroccurswhentheresearchererroneouslyfailsto rejectthe nullhypothesis. Valid Data.DatathatSPSSwill usein itsanalyses. Validity.An indicationof theaccuracyof a scale. Variance.A measureof dispersionequaltothesquaredstandarddeviation. l16
  • 121. AppendixD SampleDataFilesUsedin Text A varietyof smalldatafilesareusedin examplesthroughoutthistext.Hereisa list of whereeachappears. COINS.sav Variables: Enteredin Chapter7 GRADES.sav Variables: Enteredin Chapter6 HEIGHT.sav Variables: Enteredin Chapter4 QUESTIONS.Sav Variables: Enteredin Chapter2 Modifiedin Chapter2 COINI COIN2 PRETEST MIDTERM FINAL INSTRUCT REQUIRED HEIGHT WEIGHT SEX Ql Q2(recodedin Chapter2) Q3 TOTAL (addedin Chapter2) GROUP(addedin Chapter2) tt7
  • 122. AppendixD SampleDataFilesUsedin Text RACE.sav Variables: SHORT MEDIUM LONG EXPERIENCE EnteredinChapter7 SAMPLE.sav Variables: ID DAY TIME MORNING GRADE WORK TRAINING(addedin Chapter1) Enteredin ChapterI Modifiedin ChapterI SAT.sav Variables: SAT GRE GROUP Enteredin Chapter6 Other Files Forsomepracticeexercises,seeAppendixB for neededdatasetsthatarenotusedin any otherexamplesin thetext. l18
  • 123. r{ ril AppendixE Informationfor Users of EarlierVersionsof SPSS Therearea numberof differencesbetweenSPSS15.0andearlierversionsof the software.Fortunately,mostof themhavevery little impacton usersof thistext.In fact, mostusersof earlierversionswill beableto successfullyusethistextwithoutneedingto referencethisappendix. Variable nameswere limited to eight characters. Versionsof SPSSolderthan12.0arelimitedto eight-charactervariablenames.The othervariablenamerulesstillapply.If youareusinganolderversionof SPSS,youneedto makesureyouuseeightor fewerlettersforyourvariablenames. The Data menu will look different. The screenshotsin the text where the Data menuis shownwill look slightly differentif you are using an older versionof SPSS.Thesemissingor renamedcommandsdo not have any effect on this text,but themenusmay look slightly different. If you are using a versionof SPSSearlier than 10.0,theAnalyzemenuwill be calledStatistics instead. Graphing functions. Priorto SPSS12.0,thegraphingfunctionsof SPSSwerevery limited.If youare using a versionof SPSSolder than version12.0,third-partysoftwarelike Excel or SigmaPlotis recommendedfor theconstructionof graphs.If youareusingVersion14.0of thesoftware,useAppendixF asanalternativeto Chapter4,whichdiscussesgraphing. Dsta TlrBfqm rn4aa€ getu t oe&reoacs,., r hertYffd,e l|]lrffl Clsl*t GobCse",, l19
  • 124. Appendix E Informationfor Usersof EarlierVersionsof SPSS Variableiconsindicatemeasurementtype. In versionsof SPSSearlier than 14.0,variableswererepresented in dialog boxes with their variable label and an icon that represented whether the variable was string or numeric(the examplehereshowsall variablesthatwerenumeric). Starting with Version 14.0, SPSSshows additional information about eachvariable.Icons now rep- resentnot only whethera variableis numericor not, but alsowhat type of measurementscale it is. Nominal variablesare representedby the & icon. Ordinal variables are repre- sentedby the dfl i.on. Interval and ratio variables(SPSSrefersto them as scale variables) are represented bv the d i"on. It liqtq'ftc$/droyte sqFr*u.,|4*r.-r-lqql{.,I SeveralSPSSdatafilescannowbeopenat once. Versionsof SPSSolder than 14.0could haveonly one datafile open at a time. Copying data from one file to another entailed a tedious processof copying/opening files/pastingletc.Startingwith version 14.0,multiple data files can be open at the same time. When multiple files areopen,you canselecttheoneyou want to work with usingthe Windowcommand. md* Heb t|sr $$imlzeA[Whdows f Mlcrpafr&nlm /srsinoPtrplecnft / itsscpawei[hura /v*tctaweir**&r /TimanAccAolao $ Cur*ryUOrlgin1c I ClNrmlcnu clrnaaJ dq$oc.t l"ylo.:J lCas,sav [Dda*z] - S55 DctoEdtry t20
  • 125. AppendixF GraphingDatawithSPSS13.0and14.0 Thisappendixshouldbeusedasanalternativeto Chapter4 whenyouareus- ing SPSS13.0or 14.0.Theseproceduresmayalsobeusedin SPSS15.0,if de- sired,by selectingLegacyDialogsinsteadof ChortBuilder. GraphingBasics In addition to the frequencydistributions,the measuresof central tendencyand measuresof dispersiondiscussedin Chapter3, graphingis a usefulway to summarize,or- ganize,and reduceyour data.It hasbeensaidthat a pictureis worth a thousandwords.In thecaseof complicateddatasets,thatis certainlytrue. With SPSSVersion 13.0and later,it is now possibleto makepublication-quality graphsusingonly SPSS.One importantadvantageof using SPSSinsteadof othersoftware to createyour graphs(e.9.,Excel or SigmaPlot)is thatthe datahavealreadybeenentered. Thus,duplicationis eliminated,andthechanceof makinga transcriptionerror is reduced. Editing SP,S,SGraphs Whatevercommandyou use to create your graph, you will probablywant to do someeditingto make it look exactly the way you want.In SPSS,you do this in much the sameway thatyou edit graphsin other software programs (e.9., Excel). In the output window, select your graph (thus creating handles around the outside of the entire object) and righrclick. Then, click SPSSChart Object,then click Open. Alternatively, you can double-clickon the graphto open it for editing. tl9:.1tl1bl rl .l@lklDlol rl : j l , l 8L t21
  • 126. AppendixF GraphingDatawith SPSS13.0and 14.0 Whenyouopenthegraphfor editing,theChartEditor HSGlHffry;' window andthe correspondingPropertieswindow will appear. I*-l qlryl OnceChartEditoris open,youcaneasilyediteachelementof thegraph.To select anelement,just clickontherelevantspotonthegraph.Forexample,to selecttheelement representingthetitle of thegraph,clicksomewhereonthetitle (theword"Histogram"in theexamplebelow). Onceyou haveselectedan element,you cantell thatthe correctelementis selected becauseit will havehandlesaroundit. If the item you haveselectedis a text element(e.g.,the title of the graph),a cursor will be presentandyou canedit thetext asyou would in word processingprograms.If you would like to changeanotherattributeof the element(e.g.,the color or font size),usethe Propertiesbox (Text propertiesareshownabove). t22
  • 127. AppendixF GraphingDatawithSPSS13.0and14.0 With a little practice,youcanmakeexcellentgraphs usingSPSS.Onceyourgraphis formattedthewayyouwant it, simplyselectFile,thenClose. Data Set For thegraphingexamples,we will usea newsetof data.Enterthedatabelowandsavethefile asHEIGHT.sav. The data representparticipants'HEIGHT (in inches), WEIGHT(inpounds),andSEX(l : male,2= female). HEIGHT 66 69 73 72 68 63 74 70 66 64 60 67 64 63 67 65 WEIGHT SEX 150 r 155 I 160 I 160 I 150 l 140 l 165 I 150 I 110 2 100 2 952 ll0 2 105 2 100 2 ll0 2 105 2 Checkthatyou haveenteredthedatacorrectlyby calculatinga meanfor eachof thethreevariables(clickAnalyze,thenDescriptiveStatistics,thenDescriptives).Compare yourresultswiththosein thetablebelow. Descrlptlve Statlstlcs N Minimum Maximum Mean std. Deviation ntrt(,n I WEIGHT SEX Valid N (listwise) 'to 16 16 16 OU.UU 95.00 1.00 I1.UU 165.00 2.00 oo.YJ/0 129.0625 1.s000 J.9UO/ 26.3451 .5164 123
  • 128. AppendixF GraphingDatawith SPSS13.0and 14.0 Bar Charts,PieCharts,andHistograms Description Bar charts,pie charts,andhistogramsrepresentthe numberof timeseachscoreoc- cursby varyingthe heightof a bar or the sizeof a pie piece.They aregraphicalrepresenta- tionsof the frequencydistributionsdiscussedin Chapter3. Drawing Conclusions TheFrequenciescommandproducesoutputthatindicatesboth thenumberof cases in the samplewith a particularvalue and the percentageof caseswith that value.Thus, conclusionsdrawn should relate only to describingthe numbersor percentagesfor the sample.If thedataareat leastordinal in nature,conclusionsregardingthecumulativeper- centagesand/orpercentilescanalsobedrawn. SPSSData Format You needonlv onevariableto usethis command. Running the Command The Frequenciescommand will produce graphicalfrequencydistributions.Click Analyze, thenDescriptive Statistics,thenFrequencies.You will bepresentedwith themaindialogbox for the Frequenciescommand,where you can enter the variables for which you would like to create graphsor charts.(SeeChapter3 for otheroptions availablewith thiscommand.) I gnahao Qr4hs $$ities Regorts @ : lauor i Comps?U6ar1s ' Eener.lllnEarlrlodsl ) r'txedModds ) Qorrelate ; BrsirbUvss,;. Explorc.,, 9or*abr,., &dtlo... trops8l 8"".I ."-41 E Click theChartsbuttonat thebot- tom to producefrequencydistributions. Thiswill giveyoutheFrequencies:Charts dialogbox. ChartTlp- " .'---*, I C",tt"5l c[iffi . kj(e sachalts : -i: q,lsrur' ,i., 1 l* rfb chilk ,,,, I , j r llrroclu* ,' '1 l- :+;:'.n.u-,,,,:, . i There are threetypesof chartsunderthis com- mand:Bar charts,Pie charts,andHistograms.For each type, the f axis can be either a frequencycount or a percentage(selectedthroughtheChart Valuesoption). You will receivethe chartsfor any variablesse- lectedin the main Frequenciescommanddialog box. 124 rChatVdues' : , 15 Erecpencias f Porcer*ag$ : i l -, --::-,-
  • 129. AppendixF GraphingDatawith SPSS13.0and 14.0 Output The bar chartconsistsof a Y axis, representing the frequency,and an X axis, repre- sentingeach score.Note that the only valuesrepresentedon the X axis are those with nonzero frequencies(61, 62, and 7l are not represented). hrleht 66.00 67.00 68.00 h.llht The pie chart shows the percentage thewhole thatis representedby eachvalue. 1.5 c a f s 1.0 a L of : ea t 61@ llil@ I 65@ os@ I r:@ o 4@ g i9@ o i0@ a i:@ B rro o :aa ifr TheHistogramcommandcreatesa groupedfrequencydistribution.Therange of scoresis split into evenly spaced groups.The midpoint of each group is plottedon the X axis, and the I axis representsthe numberof scoresfor each group. If you selectLl/ithNormalCurve,a normalcurvewill be superimposedover the distribution.This is very useful for helpingyou determineif the distribution youhaveisapproximatelynormal. Practice Exercise M.Sffi td. 0.v. . 1.106?: ff.l$ h{ghl UsePracticeDataSet I in AppendixB. After you haveenteredthedata,constructa histogramthat representsthe mathematicsskills scoresand displaysa normal curve,anda barchartthatrepresentsthe frequenciesfor thevariableAGE. t25
  • 130. AppendixF GraphingDatawith SPSS13.0and 14.0 Scatterplots Description Scatterplots(also called scattergramsor scatterdiagrams)display two valuesfor eachcasewith a mark on the graph.TheXaxis representsthevaluefor onevariable.The / axisrepresentsthevaluefor the secondvariable. Assumptions Both variablesshouldbe interval or ratio scales.If nominal or ordinal dataare used,be cautiousaboutyour interpretationof the scattergram. .SP,t^tData Format You needtwo variablesto performthis command. Running the Command You can producescatterplotsby Scatter/Dot.This will give you the first Selectthe desiredscatterplot(normally, Scatter),thenclick Define. ffi sittpt" lelLl Ootffi ffi mm Simpla Scattal Mahix Scattel 3,0 Scatter 0veday Scattel xl*t li Definell - q"rylJ , Helo I P*lb - 8off, I gr"pl,u Stllities Add-gns : ffil;|rlil',r ,- 9dMrk6by | ,J l-- ,- L*dqs.bx IJ T-- ms.fd 3*J qej *fl clicking Graphs, then I Scatterplotdialog box. i you will selectSimple ! This will give you the main Scatterplot dialog box. Enter one of your variablesasthe I axis and the secondas the X axis. For example, using the HEIGHT.savdata set,enterHEIGHT as the f axis and WEIGHT as the X axis. Click oK. rl[- I ti ...: C*trK rI[- I l*tCrtc - -' ' I'u;i**L":# . 126
  • 131. AppendixF GraphingDatawithSPSS13.0and14.0 Output Theoutputwill consistofamarkforeachsubjectattheappropriateX andI levels. 74.00 r20.m Adding a Third Variable Even thoughthe scatterplotis a two- dimensionalgraph,it canplot a thirdvariable. To makeit doso,enterthethirdvariablein the SetMarkersby field.In our example,we will enterthe variableSEX in the ^SelMarkersby space. Now ouroutputwill havetwo different setsof marks.One set representsthe male participants,andthesecondsetrepresentsthe femaleparticipants.Thesetwo setswill appear in differentcolorsonyourscreen.Youcanuse the SPSScharteditorto makethemdifferent shapes,asin thegraphthatfollows. fa, I e-l at.l ccel x*l t27
  • 132. AppendixF GraphingDatawith SPSS13.0and 14.0 Graph 72.00 o oo o sox aLm o 2.6 c .9 I s 70.00 58.00 56.00 64.00 52.00 !00.00 120.m 110.@ r60.00 wrlght Practice Exercise UsePracticeDataSet2 in AppendixB. Constructa scatterplotto examinetherela- tionshipbetweenSALARYandEDUCATION. AdvancedBar Charts Description You canproducebarchartswiththeFrequenciescommand(seeChapter4, Section 4.3).Sometimes,however,we areinterestedin a barchartwherethe I axisis not a fre- quency.To producesuchachart,weneedtousetheBar Chartscommand. SPS,SData Format At leasttwo variablesareneededto performthis command.Therearetwo basic kindsof barcharts-thosefor between-subjectsdesignsandthosefor repeated-measures designs.Usethebetween-subjectsmethodif onevariableis theindependentvariableand theotheris thedependentvariable.Usetherepeated-measures methodif you havea dependentvariablefor eachvalueof the independentvariable(e.g.,youwouldhavethreevariablesfor a designwith threevaluesof the independentvariable).This normallyoccurswhenyoutakemultipleobservationsovertime. G"dr tJt$ths Mdsns €pkrv IrfCr$We Map ) 128
  • 133. ]1 AppendixF GraphingDatawithSPSS13.0and14.0 Runningthe Command Click Graphs,thenBar for eithertypeof barchart. Thiswill opentheBarChartsdialogbox.If youhaveone independentvariable, selectSimple.If you havemore thanone,selectClustered. If you areusinga between-subjectsdesign,select Summariesfor groups of cases.If you are using a re- peated-measuresdesign, select Summariesof separate variables. If you arecreatinga repeatedmeasuresgraph,you will seethedialogboxbelow.Moveeachvariableoverto theBarsRepresentarea,andSPSSwill placeit insidepa- renthesesfollowingMean.Thiswill giveyoua graphlike the onebelowat right. Note that this exampleusesthe GRADES.savdataenteredin Section6.4(Chapter6). lr# I t*ls o rhd Practice Exercise UsePracticeDataSetI in AppendixB. Constructa bargraphexaminingtherela- tionshipbetweenmathematicsskillsscoresandmaritalstatus.Hint: In theBarsRepresent area.enterSKILL asthevariable. t29