EDUC 2007 Session 9 Quantitative data analysis

Application exercise

Student Name: _Wong Wai Ching Crystal____________________________________________

Section 1 Data checking
Note: Before you touch the data, please save a copy of worksheet.
1. Check the data range using MIN and MAX functions.
2. Check the missing data using COUNTBLANK function. (Check missing data for each
row and each column)
Section 2 Data coding
1. Create unique ID for each entry.
2. Recode the values for the following 4 items under Q7 from 1, 2, 3, 4, 5 to 0, 1, 2, 3,
4.
Q7_1: Facebook_length
Q7_2: Instagram_length
Q7_3: Internet_length
Q7_4: YouTube_length
3. Reverse the value of the following items from 1, 2, 3, 4, 5 to 5, 4, 3, 2, 1
Q17_1: help_relax
Q17_5: help_concentrate
4. Recode the missing data
Recode the missing data caused by users into 9999
Recode the missing data for Q12_1, Q12_2, Q12_3 into 0
(Use Go to special Blanks to choose all empty cells; enter 0, then Ctrl +
Return to fill in all)
5. Recalculate values
Use AVERAGE function to calculate the average value of 5 items under Q6.
Add up the values for four items under Q16 up (Use SUM function).
6. Data cleaning
Before data cleaning, create a copy of the worksheet (final).
Delete the top row for question numbers
Delete the invalid responses that have too many missing data
Delete the fields created for checking data range and missing data.
(Please save the final version of your Excel file and submit it on Moodle website.)
Section 3 Data analysis with SPSS

You can use SPSS to open an excel file directly

1. Define variables
Set appropriate type of measure for each variable
Set missing value as 9999
2. Descriptive statistics
Please calculate the frequency of responses for the following variables. Copy and paste
the frequency tables from SPSS, then report the data.
Example: 17 students (32%) indicated that they didnt play games.
2.1 Descriptive data for the two items under Q5 (Study, SN)
Frequency tables:

Study
Cumulative
Frequency
Valid

Percent

Valid Percent

Percent

9.4

9.4

9.4

24

45.3

45.3

54.7

15

28.3

28.3

83.0

17.0

17.0

100.0

53

100.0

100.0

Total

SN
Cumulative
Frequency
Valid

Percent

Valid Percent

Percent

3.8

3.8

3.8

13

24.5

24.5

28.3

19

35.8

35.8

64.2

14

26.4

26.4

90.6

9.4

9.4

100.0

53

100.0

100.0

Total

Report

9.4% of students (5 students) indicated that they use ICT tools for the purpose of
study less than one hour per day.
44.4% of students use ICT tools for study purpose for around one to two hours
per day.
Most of the students (35.8%) use ICT tools for the purpose of social networking
for one to two hours per day, followed by 24.5% of them use them for three to
four hours per day.

2.2 Descriptive data for Q13(multitask)

Frequency tables:
multitask
Cumulative
Frequency
Valid

Missing

Percent

Valid Percent

Percent

49

92.5

94.2

94.2

5.7

5.8

100.0

Total

52

98.1

100.0

9999

1.9

53

100.0

Total

Report

94.2% of students (49 students) multitask with ICT tools while working on
school work.

3. Correlation
Please run correlational analysis of the following variables. Copy and paste the
correlation table, then report the results.
Example: The time spent on study is shown to have a positive correlation with students
CGPA (t=.483, p<0.01).

3.1 CGPA (GPA) and time spent on SMS (SMS_length)

Correlations table:

Correlations
GPA
GPA

Pearson Correlation

SMS_length
-.376**

Sig. (2-tailed)

.006

N
SMS_length

Pearson Correlation
Sig. (2-tailed)

53

53

-.376**

.006

53

53

**. Correlation is significant at the 0.01 level (2-tailed).

Report:
The time spent on SMS is shown to have a negative correlation with students CGPA
(t=.376, p<0.01).

3.2 Average ICT skills (ICT_skill_ave) and the time spend on using Facebook for
multitask (Facebook_OT)
Correlations table:

Correlations
ICT_skills_avarg
age
ICT_skills_avargage

Pearson Correlation

Facebook_OT
1

Sig. (2-tailed)
N
Facebook_OT

Pearson Correlation
Sig. (2-tailed)
N

-.056
.697

53

50

-.056

.697
50

50

Report:

The average ICT skills is shown to have a negative correlation with time spent on
using Facebook (t=.056, p<0.01).

3.3 Correlational analysis of the following four variables:

The number of Facebook friends (Facebook_friend)

time spend on Facebook everyday(Facebook_length_R)

time spend on Facebook for learning-related activities (Facebook_learning)

time spent on Facebook for activities not related to learning (Facebook_OT)

Correlations table:

Correlations
Facebook_lengt

Facebook_frien Facebook_learni

h_R
Facebook_length_R

Pearson Correlation

Facebook_friend

Pearson Correlation
Sig. (2-tailed)
N

Facebook_learning

Pearson Correlation
Sig. (2-tailed)
N

Facebook_OT

Pearson Correlation
Sig. (2-tailed)
N

Facebook_OT

.385**

.545**

.576**

.004

.000

.000

53

53

53

50

.385**

.171

.268

.220

.059

Sig. (2-tailed)
N

ng

.004
53

53

53

50

.545**

.171

.582**

.000

.220

53

.000

53

53

50

**

.268

**

.000

.059

.000

50

50

50

.576

.582

**. Correlation is significant at the 0.01 level (2-tailed).

Report (you can only report the significant relationships):

The number of Facebook friends is shown to have a positive correlation with the
time spend on Facebook (t=.268, p<0.01).
The time spend on Facebook for learning-related activities also shows a positive
relationship with the time spent on Facebook for activities not related to learning
(t=.582, p<0.01).

50