An outline for teaching SPSS

[Richard Ristow]

Well, I once said I could teach the basics of SPSS fairly easily and
quickly. Now it looks like I may be doing it, one on one, it doesn't
look so easy.

I will much appreciate comments, particularly suggested additions. So
far, the only book I'm planning to use is Norusis, Marija, *SPSS 14
Guide to Data Analysis* (we'll probably be working with version 14),
and I'm sure there are others that should be added. (I'm working with
a person in psychology, so material with that orientation is welcome.
But also material with other orientations, since where there's one
student, there may be others.)

This is the outline, as I have it so far. It has two unusual features:

a) It stresses data preparation as much as analysis.
b) It's syntax-aware from the very beginning.

The first is why I've chosen the, ah, unusual sample dataset; it's
not easy to find sample data that needs entry and preparation.
Suggestions for this are most welcome, too.

I.   Data acquisition (not using SPSS, yet)

When I (Richard Ristow) purchase gasoline for my car, I compulsively
log date; main odometer reading; trip odometer reading (usually
reset, at this point); price per gallon; total number of gallons; and
total price. The student will,

A. Scan the log book (which has much other information as well), and
copy these entries to a columnar table, on paper.

B. Norusis chapter 3, "Sources of Data". (Unfortunately, this misses
some useful models. I recently helped with a dissertation using a
mediated model to assess gender differences, in a group of
participants in a certain treatment program.)


II.  Data definition and entry

In SPSS,

A. From the menus, define an appropriate set of variables for the
data, above. Start with,
. Choosing variable names
. Basic variable formats. (Start with default numeric, except for the
date variable)
Deficiency: This data has no categorical variables, and no string variables

B. In the Data Editor, commence entering data. Practice,
. Saving at short intervals
. Making a backup copy of every saved file

C. (Extra) Write syntax to define the variables and formats, as in
A.  (Here, it would be a useful teaching aid if the SPSS menu system
could emit the syntax to define an existing file.)


III. Basic descriptives and data checking

A. Norusis chapter 5, "Computing Descriptive Statistics," using the
test data supplied with the book

B. Descriptive statistics on the "gasoline log", starting at a very
preliminary stage in data entry and repeating as entry continues.
Student to comment on the results, including any that may be clues to
errors in the data

C. Norusis chapter 4, "Counting Responses", with test data from the
book (since the raw gasoline-log data dataset doesn't have anything to count)


IV.  Advanced data definition: In the gasoline-log data,

A. Add VARIABLE LABELS

B. (Optional, at this point) Choose formats more closely matching the data

C. (Extra) Write syntax, for the above


V.   Basic data transformations, a transformation syntax file, and a
transformed analysis file

(This stresses, from the beginning, what I consider good practice in
the code for data preparation.)

A. Creating and using a syntax file:
. From the menus, select OPEN for the data-entry file; select
"Paste"; select and run the resulting syntax.
. Above the GET FILE, add comments (yes, from the very beginning)
giving the file's purpose, author, and date
. Save the syntax file, and close SPSS
. Re-open SPSS, load and run the syntax file

B. First transformations, and save an analysis dataset
. Load and run the syntax file, as above
. From the menus, compute miles per gallon (trip odometer/gallons
purchased). Paste, rather than running
. From the menus, select "Save as" for the then-current data file,
save under a new name as the analysis dataset, and Paste the resulting command

C. Purpose of an analysis dataset
. Load and run the syntax file, as above
. Close SPSS
. Open SPSS, and open the analysis file just created
. Descriptive statistics on miles per gallon

........................
OK, I've thought of more things, but I'm running out of energy for typing

=====================
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[Paulette Johnson]

Richard --

I teach a short course (15 hours, 1 credit) SPSS to graduate students who will need to use it to analyze their own data so my emphasis is more statistical.  I do a little syntax, but mostly point/click and paste so they can ease into syntax.

I use Using SPSS for Windows and Mac, 5th Ed., by Green and Salkind.  I have also used the 4th, 3rd, etc.  It comes with data sets and problems.  Although there are a few things I don't like in the book (e.g. they suggest --recode into the SAME variable, none of the datasets has an id variable), I have found that the students later can do some/all of their simple data analysis with the help of this book.

I teach grad. students in psych., diet and nutrition, public health, biology, etc. The syllabus is on my website.

Paulette Johnson
Statistical Consulting
Florida International University
Miami
www.fiu.edu/~statcon

Richard Ristow wrote:

Well, I once said I could teach the basics of SPSS fairly easily and
quickly. Now it looks like I may be doing it, one on one, it doesn't
look so easy.

I will much appreciate comments, particularly suggested additions. So
far, the only book I'm planning to use is Norusis, Marija, *SPSS 14
Guide to Data Analysis* (we'll probably be working with version 14),
and I'm sure there are others that should be added. (I'm working with
a person in psychology, so material with that orientation is welcome.
But also material with other orientations, since where there's one
student, there may be others.)

This is the outline, as I have it so far. It has two unusual features:

a) It stresses data preparation as much as analysis.
b) It's syntax-aware from the very beginning.

The first is why I've chosen the, ah, unusual sample dataset; it's
not easy to find sample data that needs entry and preparation.
Suggestions for this are most welcome, too.

I.   Data acquisition (not using SPSS, yet)

When I (Richard Ristow) purchase gasoline for my car, I compulsively
log date; main odometer reading; trip odometer reading (usually
reset, at this point); price per gallon; total number of gallons; and
total price. The student will,

A. Scan the log book (which has much other information as well), and
copy these entries to a columnar table, on paper.

B. Norusis chapter 3, "Sources of Data". (Unfortunately, this misses
some useful models. I recently helped with a dissertation using a
mediated model to assess gender differences, in a group of
participants in a certain treatment program.)


II.  Data definition and entry

In SPSS,

A. From the menus, define an appropriate set of variables for the
data, above. Start with,
. Choosing variable names
. Basic variable formats. (Start with default numeric, except for the
date variable)
Deficiency: This data has no categorical variables, and no string variables

B. In the Data Editor, commence entering data. Practice,
. Saving at short intervals
. Making a backup copy of every saved file

C. (Extra) Write syntax to define the variables and formats, as in
A.  (Here, it would be a useful teaching aid if the SPSS menu system
could emit the syntax to define an existing file.)


III. Basic descriptives and data checking

A. Norusis chapter 5, "Computing Descriptive Statistics," using the
test data supplied with the book

B. Descriptive statistics on the "gasoline log", starting at a very
preliminary stage in data entry and repeating as entry continues.
Student to comment on the results, including any that may be clues to
errors in the data

C. Norusis chapter 4, "Counting Responses", with test data from the
book (since the raw gasoline-log data dataset doesn't have anything to count)


IV.  Advanced data definition: In the gasoline-log data,

A. Add VARIABLE LABELS

B. (Optional, at this point) Choose formats more closely matching the data

C. (Extra) Write syntax, for the above


V.   Basic data transformations, a transformation syntax file, and a
transformed analysis file

(This stresses, from the beginning, what I consider good practice in
the code for data preparation.)

A. Creating and using a syntax file:
. From the menus, select OPEN for the data-entry file; select
"Paste"; select and run the resulting syntax.
. Above the GET FILE, add comments (yes, from the very beginning)
giving the file's purpose, author, and date
. Save the syntax file, and close SPSS
. Re-open SPSS, load and run the syntax file

B. First transformations, and save an analysis dataset
. Load and run the syntax file, as above
. From the menus, compute miles per gallon (trip odometer/gallons
purchased). Paste, rather than running
. From the menus, select "Save as" for the then-current data file,
save under a new name as the analysis dataset, and Paste the resulting command

C. Purpose of an analysis dataset
. Load and run the syntax file, as above
. Close SPSS
. Open SPSS, and open the analysis file just created
. Descriptive statistics on miles per gallon

........................
OK, I've thought of more things, but I'm running out of energy for typing

=====================
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[hidden email] (not to SPSSX-L), with no body text except the
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[Burleson,Joseph A.]

Richard:

I, too, like Paulette, like the Green et al. book, although I have not used the 5th edition yet.

I have used it to teach SPSS to social work Ph.D. students, who typically do not like the idea of being required to do research, much less statistics, and whose backgrounds vary from competent to nonexistant when it comes to statistics and research design.

But I really love all of Norusis's work over the years, especially the chapter on HLM in the SPSS 15.0 Advanced book. Now it SPSS could only fund her to do the analog to Tabachnick and Fidell's multivariate stat book, with the focuss on SPSS.

Joe Burleson

________________________________

From: SPSSX(r) Discussion on behalf of Paulette Johnson
Sent: Thu 6/19/2008 2:48 PM
To: [hidden email]
Subject: Re: An outline for teaching SPSS


Richard --

I teach a short course (15 hours, 1 credit) SPSS to graduate students who will need to use it to analyze their own data so my emphasis is more statistical.  I do a little syntax, but mostly point/click and paste so they can ease into syntax.

I use Using SPSS for Windows and Mac, 5th Ed., by Green and Salkind.  I have also used the 4th, 3rd, etc.  It comes with data sets and problems.  Although there are a few things I don't like in the book (e.g. they suggest --recode into the SAME variable, none of the datasets has an id variable), I have found that the students later can do some/all of their simple data analysis with the help of this book.

I teach grad. students in psych., diet and nutrition, public health, biology, etc. The syllabus is on my website.

Paulette Johnson
Statistical Consulting
Florida International University
Miami
www.fiu.edu/~statcon

Richard Ristow wrote:

        Well, I once said I could teach the basics of SPSS fairly easily and
        quickly. Now it looks like I may be doing it, one on one, it doesn't
        look so easy.

        I will much appreciate comments, particularly suggested additions. So
        far, the only book I'm planning to use is Norusis, Marija, *SPSS 14
        Guide to Data Analysis* (we'll probably be working with version 14),
        and I'm sure there are others that should be added. (I'm working with
        a person in psychology, so material with that orientation is welcome.
        But also material with other orientations, since where there's one
        student, there may be others.)

        This is the outline, as I have it so far. It has two unusual features:

        a) It stresses data preparation as much as analysis.
        b) It's syntax-aware from the very beginning.

        The first is why I've chosen the, ah, unusual sample dataset; it's
        not easy to find sample data that needs entry and preparation.
        Suggestions for this are most welcome, too.

        I.   Data acquisition (not using SPSS, yet)

        When I (Richard Ristow) purchase gasoline for my car, I compulsively
        log date; main odometer reading; trip odometer reading (usually
        reset, at this point); price per gallon; total number of gallons; and
        total price. The student will,

        A. Scan the log book (which has much other information as well), and
        copy these entries to a columnar table, on paper.

        B. Norusis chapter 3, "Sources of Data". (Unfortunately, this misses
        some useful models. I recently helped with a dissertation using a
        mediated model to assess gender differences, in a group of
        participants in a certain treatment program.)


        II.  Data definition and entry

        In SPSS,

        A. From the menus, define an appropriate set of variables for the
        data, above. Start with,
        . Choosing variable names
        . Basic variable formats. (Start with default numeric, except for the
        date variable)
        Deficiency: This data has no categorical variables, and no string variables

        B. In the Data Editor, commence entering data. Practice,
        . Saving at short intervals
        . Making a backup copy of every saved file

        C. (Extra) Write syntax to define the variables and formats, as in
        A.  (Here, it would be a useful teaching aid if the SPSS menu system
        could emit the syntax to define an existing file.)


        III. Basic descriptives and data checking

        A. Norusis chapter 5, "Computing Descriptive Statistics," using the
        test data supplied with the book

        B. Descriptive statistics on the "gasoline log", starting at a very
        preliminary stage in data entry and repeating as entry continues.
        Student to comment on the results, including any that may be clues to
        errors in the data

        C. Norusis chapter 4, "Counting Responses", with test data from the
        book (since the raw gasoline-log data dataset doesn't have anything to count)


        IV.  Advanced data definition: In the gasoline-log data,

        A. Add VARIABLE LABELS

        B. (Optional, at this point) Choose formats more closely matching the data

        C. (Extra) Write syntax, for the above


        V.   Basic data transformations, a transformation syntax file, and a
        transformed analysis file

        (This stresses, from the beginning, what I consider good practice in
        the code for data preparation.)

        A. Creating and using a syntax file:
        . From the menus, select OPEN for the data-entry file; select
        "Paste"; select and run the resulting syntax.
        . Above the GET FILE, add comments (yes, from the very beginning)
        giving the file's purpose, author, and date
        . Save the syntax file, and close SPSS
        . Re-open SPSS, load and run the syntax file

        B. First transformations, and save an analysis dataset
        . Load and run the syntax file, as above
        . From the menus, compute miles per gallon (trip odometer/gallons
        purchased). Paste, rather than running
        . From the menus, select "Save as" for the then-current data file,
        save under a new name as the analysis dataset, and Paste the resulting command

        C. Purpose of an analysis dataset
        . Load and run the syntax file, as above
        . Close SPSS
        . Open SPSS, and open the analysis file just created
        . Descriptive statistics on miles per gallon

        ........................
        OK, I've thought of more things, but I'm running out of energy for typing

        =====================
        To manage your subscription to SPSSX-L, send a message to
        [hidden email] (not to SPSSX-L), with no body text except the
        command. To leave the list, send the command
        SIGNOFF SPSSX-L
        For a list of commands to manage subscriptions, send the command
        INFO REFCARD


===================== To manage your subscription to SPSSX-L, send a message to [hidden email] (not to SPSSX-L), with no body text except the command. To leave the list, send the command SIGNOFF SPSSX-L For a list of commands to manage subscriptions, send the command INFO REFCARD

=====================
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[Kornbrot, Diana]

Its 3 yrs since I taught spss, but I found Pallant excellent
she has a good starting chapter on collecting data & several psy examples
I also recommend, showing students how to use SPSS help, both instantaneous
[eg getting definition of different contrasts in ANOVA] and general
See http://www.allenandunwin.com/spss/ for 3rd edition tied to spss15
Best

diana


On 19/6/08 22:18, "Burleson,Joseph A." <[hidden email]> wrote:

> Richard:
>
> I, too, like Paulette, like the Green et al. book, although I have not used
> the 5th edition yet.
>
> I have used it to teach SPSS to social work Ph.D. students, who typically do
> not like the idea of being required to do research, much less statistics, and
> whose backgrounds vary from competent to nonexistant when it comes to
> statistics and research design.
>
> But I really love all of Norusis's work over the years, especially the chapter
> on HLM in the SPSS 15.0 Advanced book. Now it SPSS could only fund her to do
> the analog to Tabachnick and Fidell's multivariate stat book, with the focuss
> on SPSS.
>
> Joe Burleson
>
> ________________________________
>
> From: SPSSX(r) Discussion on behalf of Paulette Johnson
> Sent: Thu 6/19/2008 2:48 PM
> To: [hidden email]
> Subject: Re: An outline for teaching SPSS
>
>
> Richard --
>
> I teach a short course (15 hours, 1 credit) SPSS to graduate students who will
> need to use it to analyze their own data so my emphasis is more statistical.
> I do a little syntax, but mostly point/click and paste so they can ease into
> syntax.
>
> I use Using SPSS for Windows and Mac, 5th Ed., by Green and Salkind.  I have
> also used the 4th, 3rd, etc.  It comes with data sets and problems.  Although
> there are a few things I don't like in the book (e.g. they suggest --recode
> into the SAME variable, none of the datasets has an id variable), I have found
> that the students later can do some/all of their simple data analysis with the
> help of this book.
>
> I teach grad. students in psych., diet and nutrition, public health, biology,
> etc. The syllabus is on my website.
>
> Paulette Johnson
> Statistical Consulting
> Florida International University
> Miami
> www.fiu.edu/~statcon
>
> Richard Ristow wrote:
>
>         Well, I once said I could teach the basics of SPSS fairly easily and
>         quickly. Now it looks like I may be doing it, one on one, it doesn't
>         look so easy.
>
>         I will much appreciate comments, particularly suggested additions. So
>         far, the only book I'm planning to use is Norusis, Marija, *SPSS 14
>         Guide to Data Analysis* (we'll probably be working with version 14),
>         and I'm sure there are others that should be added. (I'm working with
>         a person in psychology, so material with that orientation is welcome.
>         But also material with other orientations, since where there's one
>         student, there may be others.)
>
>         This is the outline, as I have it so far. It has two unusual features:
>
>         a) It stresses data preparation as much as analysis.
>         b) It's syntax-aware from the very beginning.
>
>         The first is why I've chosen the, ah, unusual sample dataset; it's
>         not easy to find sample data that needs entry and preparation.
>         Suggestions for this are most welcome, too.
>
>         I.   Data acquisition (not using SPSS, yet)
>
>         When I (Richard Ristow) purchase gasoline for my car, I compulsively
>         log date; main odometer reading; trip odometer reading (usually
>         reset, at this point); price per gallon; total number of gallons; and
>         total price. The student will,
>
>         A. Scan the log book (which has much other information as well), and
>         copy these entries to a columnar table, on paper.
>
>         B. Norusis chapter 3, "Sources of Data". (Unfortunately, this misses
>         some useful models. I recently helped with a dissertation using a
>         mediated model to assess gender differences, in a group of
>         participants in a certain treatment program.)
>
>
>         II.  Data definition and entry
>
>         In SPSS,
>
>         A. From the menus, define an appropriate set of variables for the
>         data, above. Start with,
>         . Choosing variable names
>         . Basic variable formats. (Start with default numeric, except for the
>         date variable)
>         Deficiency: This data has no categorical variables, and no string
> variables
>
>         B. In the Data Editor, commence entering data. Practice,
>         . Saving at short intervals
>         . Making a backup copy of every saved file
>
>         C. (Extra) Write syntax to define the variables and formats, as in
>         A.  (Here, it would be a useful teaching aid if the SPSS menu system
>         could emit the syntax to define an existing file.)
>
>
>         III. Basic descriptives and data checking
>
>         A. Norusis chapter 5, "Computing Descriptive Statistics," using the
>         test data supplied with the book
>
>         B. Descriptive statistics on the "gasoline log", starting at a very
>         preliminary stage in data entry and repeating as entry continues.
>         Student to comment on the results, including any that may be clues to
>         errors in the data
>
>         C. Norusis chapter 4, "Counting Responses", with test data from the
>         book (since the raw gasoline-log data dataset doesn't have anything to
> count)
>
>
>         IV.  Advanced data definition: In the gasoline-log data,
>
>         A. Add VARIABLE LABELS
>
>         B. (Optional, at this point) Choose formats more closely matching the
> data
>
>         C. (Extra) Write syntax, for the above
>
>
>         V.   Basic data transformations, a transformation syntax file, and a
>         transformed analysis file
>
>         (This stresses, from the beginning, what I consider good practice in
>         the code for data preparation.)
>
>         A. Creating and using a syntax file:
>         . From the menus, select OPEN for the data-entry file; select
>         "Paste"; select and run the resulting syntax.
>         . Above the GET FILE, add comments (yes, from the very beginning)
>         giving the file's purpose, author, and date
>         . Save the syntax file, and close SPSS
>         . Re-open SPSS, load and run the syntax file
>
>         B. First transformations, and save an analysis dataset
>         . Load and run the syntax file, as above
>         . From the menus, compute miles per gallon (trip odometer/gallons
>         purchased). Paste, rather than running
>         . From the menus, select "Save as" for the then-current data file,
>         save under a new name as the analysis dataset, and Paste the resulting
> command
>
>         C. Purpose of an analysis dataset
>         . Load and run the syntax file, as above
>         . Close SPSS
>         . Open SPSS, and open the analysis file just created
>         . Descriptive statistics on miles per gallon
>
>         ........................
>         OK, I've thought of more things, but I'm running out of energy for
> typing
>
>         =====================
>         To manage your subscription to SPSSX-L, send a message to
>         [hidden email] (not to SPSSX-L), with no body text except
> the
>         command. To leave the list, send the command
>         SIGNOFF SPSSX-L
>         For a list of commands to manage subscriptions, send the command
>         INFO REFCARD
>
>
> ===================== To manage your subscription to SPSSX-L, send a message
> to [hidden email] (not to SPSSX-L), with no body text except the
> command. To leave the list, send the command SIGNOFF SPSSX-L For a list of
> commands to manage subscriptions, send the command INFO REFCARD
>
> =====================
> To manage your subscription to SPSSX-L, send a message to
> [hidden email] (not to SPSSX-L), with no body text except the
> command. To leave the list, send the command
> SIGNOFF SPSSX-L
> For a list of commands to manage subscriptions, send the command
> INFO REFCARD

Professor Diana Kornbrot
 School of Psychology
 University of Hertfordshire
 College Lane, Hatfield, Hertfordshire AL10 9AB, UK

 email:  [hidden email]
 web:    http://web.mac.com/kornbrot/iweb/KornbrotHome.html
 voice:   [phone]
 fax:      [phone]
Home
 19 Elmhurst Avenue
 London N2 0LT, UK
   
    voice:   [phone]
    mobile: [phone]
    fax:      [phone]

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[Walter Funk]

Well said, Joe! That's what I am missing, too.
Walter

Burleson,Joseph A. schrieb:

>But I really love all of Norusis's work over the years, especially the chapter on HLM in the SPSS 15.0 Advanced book. Now it SPSS could only fund her to do the analog to Tabachnick and Fidell's multivariate stat book, with the focuss on SPSS.
>
-

--
**********************************************************
Dr. Walter Funk
Institut fuer Freie Berufe
an der Friedrich-Alexander-Universitaet Erlangen-Nuernberg
Marienstrasse 2

D-90402 Nuernberg
Germany

Tel: ++49 - (0)911 - 23 565-32
Fax: ++49 - (0)911 - 23 565-50
E-Mail: [hidden email]
http://www.ifb.uni-erlangen.de

Amtsgericht Nürnberg VR 841
**********************************************************

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