New to SPSS (Multiple responses)
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Hi
Desperately need help to interpret this data. Very new to SPSS and needed to do a multiple response from a qualitative data to quantitative. Fed the numbers in SPSS and had this. The table shows results from 2 peer feedback activities. The columns (not shaded) is the first responses during peer feedback and the shaded columns are the second responses during the second peer feedback activity. My Sup said that the results cannot be used because it didnt show much. I am sure it can and I feel it is valuable because I am sure it shows something. Can anyone help how I should interpret this?  |
Re: New to SPSS (Multiple responses)
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Are these before and after figures on the same variables from the same
population at two different times? How many actual cases do you have? It may be that all you need is some sort of index for each row subtracting % for 2nd PF from 1st PF and then trying to make some sort of theoretical or policy sense from the results. If you send me [off-list] the instrument/questionnaire used and your SPSS *.sav file, I'll have a look and see if I can help. Meanwhile check out the SPSS tutorials on my website (http://surveyresearch.weebly.com/summary-guide-to-spss-tutorials.html ). I'm not convinced that this is a case for multiple response as such, but check out http://surveyresearch.weebly.com/33-multiple-response-mult-response.html . John F Hall (Mr) Email: [hidden email] Website: www.surveyresearch.weebly.com -----Original Message----- From: SPSSX(r) Discussion [mailto:[hidden email]] On Behalf Of rozdan Sent: 14 August 2012 08:35 To: [hidden email] Subject: New to SPSS (Multiple responses) Hi Desperately need help to interpret this data. Very new to SPSS and needed to do a multiple response from a qualitative data to quantitative. Fed the numbers in SPSS and had this. The table shows results from 2 peer feedback activities. The columns (not shaded) is the first responses during peer feedback and the shaded columns are the second responses during the second peer feedback activity. My Sup said that the results cannot be used because it didnt show much. I am sure it can and I feel it is valuable because I am sure it shows something. Can anyone help how I should interpret this? http://spssx-discussion.1045642.n5.nabble.com/file/n5714676/multiple_respons es_spss.jpg -- View this message in context: http://spssx-discussion.1045642.n5.nabble.com/New-to-SPSS-Multiple-responses -tp5714676.html Sent from the SPSSX Discussion mailing list archive at Nabble.com. ===================== 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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I am currently on leave and will return on Monday August 20th. I will respond to your email as soon as possible after my return.
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Re: New to SPSS (Multiple responses)
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In reply to this post by John F Hall
Roz I’ll have a look at these, but I can basically only do the mechanics of SPSS and some thinking about your research question(s). I’m not a statistician, but others on the list are (and still answering in the middle of August!) so I’ve copied my reply to the list (without the files, since it won’t accept attachments or embedded links). Hopefully one or two listers will address themselves to the inferential statistical questions. You have the same 170 cases and the same 22 variables in each of two files representing Time 1 and Time 2. I assume the cases are in the same order in each file. Your variable names are very long (typical in some beginners’ work) and can be replaced by something much shorter, since the same info is already included in the variable labels. The data needs tweaking to change the variable names for time 2 and then the files need to be merged so that all the data are in the same file. It’s also advisable to create a new variable, SERIAL, for each case. I suggest changing the variable names to something reflecting the sequence of items at each time (eg pf1.1 to pf1.22 and pf2.1 to pf2.22) and adding a serial number to each case. This can be done simply. I’ll get back to you after lunch with a new version of your file and the syntax which creates it. John Email: [hidden email] Website: www.surveyresearch.weebly.com John Hall From: Mohamed Danial [mailto:[hidden email]] Hi Mr Hall Thanks so much for helping. Really need help desperately. I have attached the two SPSS files. PF1 is the first reflection from students transfered into quantative numbers and PF2 is the second one. I guess i need to explain what I have done. What I did is that students wrote a reflection based on a peer feedback activity. I read these reflections and counted the number of times they said e.g. they have learnt, they received assistance etc. Then I have another feedback activity and the students wrote their reflections and I counted the number of times the students said they have learnt etc etc. My Sup believes that numbers from qualitative data adds value and I agree with him. We cant perform the Mcnemar Test because the number of Yes/Yes, No/No and Yes/No and No/Yes are way too small. So I came across multiple responses from the book Surveys in Social Research by David De Vaus which said multiple responses. So I tried, but I have no idea what the results show and my Sup has no idea either. YEs these figures are for peer feedback 1 and 2 and the same population at two different times. The first peer feedback was taken on Week 3 and the second on Week 5. My concern is that if I just substract the percentage, is it valid? For e.g if i use the phase 'significant increase', my Sup just shot me down because he said I cant say that because it is not tested. What test am i suppose to do? I am getting confused, very confused. Appreciate your help. I will look at the tutorials, I have been looking at a number of multiple reposnses youtube video, yeah understood the concept but how do i interpret them? Thanks thanks for the help Roz From: John F Hall <[hidden email]>
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Re: New to SPSS (Multiple responses)
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In reply to this post by rozdan
" I feel it is valuable because I am sure it shows something..."
WHY? What are you attempting to achieve with this data?
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This post was updated on .
In reply to this post by rozdan
For a start you should have some control variables in there somewhere, Total respondents etc. (you can use the COLPCT or ROWPCT for that.)
What are you actually aiming to do with the data? What's your intended conclusion? (I'm with David Marso on this one) You could compare the significance of each answer with each other or compare certain demographics of the people who answered the first and second sets, the trends that each kind of person has according to the data. What was the actual question you were asking? was it an open ended question? I'm assuming so as you said 'I read these reflections and counted the number of times they said e.g. they have learnt'. What was the time scale between the two samples? you said that it was the same population so what has changed during that time? Perhaps do a Line chart to show the differences, the rise and fall etc. (This would be better if you had 3 or more sets of data) Perhaps the time scale has affected the respondent's interpretation of the questions? Perhaps try finding the standard error (Standard deviation) of each of the answers. "Lo there do I see my father. Lo there do I see my mother and my sisters and my brothers. Lo there do I see the line of my people, back to the beginning. Lo, they do call to me, they bid me take my place among them, in the Halls of Valhalla, where the brave may live...forever." |
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Here are my responses to all the questions. Sorry, I have combined all the questions in this post.
You have the same 170 cases and the same 22 variables in each of two files representing Time 1 and Time 2. I assume the cases are in the same order in each file. Yes they are in the same order in each file. Your variable names are very long (typical in some beginners’ work) and can be replaced by something much shorter, since the same info is already included in the variable labels. I will change that. Thank you. The data needs tweaking to change the variable names for time 2 and then the files need to be merged so that all the data are in the same file. It’s also advisable to create a new variable, SERIAL, for each case. I suggest changing the variable names to something reflecting the sequence of items at each time (eg pf1.1 to pf1.22 and pf2.1 to pf2.22) and adding a serial number to each case. This can be done simply. I’ll get back to you after lunch with a new version of your file and the syntax which creates it. Thanks so much. I have no idea how to merge and do the sequence. Feeling really dumb because I am so new with SPSS. " I feel it is valuable because I am sure it shows something..." WHY? What are you attempting to achieve with this data? I am trying to find out how students respond to peer feedback. I am looking for change in terms of for example, whether the students said that they have benefitted from doing peer feedback the second time. Say if 10 students said they have benefitted in the first peer feedback, after the second peer feedback, whether there is an increase in a number of students saying yes they have benefitted in peer feedback. I am trying to prove that if the students do more peer feedback activity consistently over a period of time, they would be able to for example be a better self-regulated learner since the peer feedback activity requires them to understand the criteria for success, giving the feedback accurately would mean they have understood the criteria for success and to use the feedback as feed forward would give the students opportunity to gauge their current competency level and actions that they need to take to close that incompetency gap. For a start you should have some control variables in there somewhere, Total respondents etc. (you can use the COLPCT or ROWPCT for that.) What is COLPCT or ROWPCT? Sorry. What are you actually aiming to do with the data? What's your intended conclusion? (I'm with David Marso on this one) See above response. You could compare the significance of each answer with each other or compare certain demographics of the people who answered the first and second sets, the trends that each kind of person has according to the data. I cant compare the demographics because they are the same group of students. What do you mean as compare the significance of each answer? Is it to find an explanation why there is an increase/decrease as to why say ‘take action’ decreased the second time round? What was the actual question you were asking? was it an open ended question? I'm assuming so as you said 'I read these reflections and counted the number of times they said e.g. they have learnt'. Yes it was open ended. Students need to tell me how they responded to the peer feedback activity in particular how they evaluate how much they have learnt during the peer feedback activity. What was the time scale between the two samples? you said that it was the same population so what has changed during that time? Perhaps do a Line chart to show the differences, the rise and fall etc. (This would be better if you had 3 or more sets of data) Perhaps the time scale has affected the respondent's interpretation of the questions? Perhaps try finding the standard error (Standard deviation) of each of the answers. The time scale is as follow- Week 1-2 teacher talk lessons Week 3 Peer feedback activity 1 Week 4- teacher talk lessons Week 5 Peer feedback activity 2 Week 6-7 teacher talk lessons Week 8-10 IBL project. In between Week 3 and Week 5, there wasn’t any change. The teachers delivered content and there wasn’t any discussion or activity related to peer feedback. I don’t have 3 or more sets of data. We only managed to do 2 peer feedback activities because of time constraints and the teacher wanting to deliver content because peer feedback activity was seen as taking too much precious curriculum time. I will work on the standard deviation of each answer. Thanks for the suggestions. |
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This post was updated on .
In reply to this post by Tom1234
Perhaps the time scale has affected the respondent's interpretation of the questions? Perhaps try finding the standard error (Standard deviation) of each of the answers.
I think I need to look at how the time has affected the respondent's interpretation of the peer feedback activity. The students knew that they will be doing another peer feedback activity and maybe that might trigger them to think about the structure of the peer feedback activity. My observation during the second peer feedback activity was the students were more comfortable and they knew what they needed to do as compared to the first activity where the students were struggling/grappling to see whether they were on the right track. I was wondering whether I can do a standard deviation of each answer because they are 1 for Yes and 2 for No. I am not sure whether doing this would make sense? Sorry I am new here, please explain why you suggest doing standard deviation for each answer. Thanks. |
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