‫هەولێر‬-‫زانکۆی سەالحەددین‬

Salahaddin University – Erbil

Using SPSS program to Analysis of a

Questionaire

Research Project
Submitted to the department of Mathematic in partial fulfillment of
the requirements for the degree of B.A or BSc. in Mathematic

prepared By: Suad Aziz Othman

Supervised by: L.Awaz SH. Mohamad

April -2023
Certification of the Supervisors

I certify that this work was prepared under my supervision at the Department
of Mathematics / College of Education / Salahaddin University-Erbil in partial
fulfillment of the requirements for the degree of Bachelor of philosophy of Sci-
ence in Mathematics.

Signature:
Supervisor: L.Awaz SH.Mohammed
Scientific grade: Assist. Professor
Data :6 /4 /2023

In view of the available recommendations, I forward this work for debate by

the examining committee.

Signature:
Name: Dr. Rashad Rasheed Haje
Scientific grade: Assist. Professor
Chairman of the Mathematics Department
Data :6 /4 /2023

ii
Acknowledgements

• To Superviser L.Awaz SH.Mohammed

• To all teachers in Department of Mathematics College of Education at
Salahaddin University-Erbil

iii
 Abstract

A questionnaire is a research instrument that consists of a set of questions or other

types of prompts that aims to collect information from a respondent. A research
questionnaire is typically a mix of close-ended questions and open-ended ques-
tions.

Open-ended, long-form questions offer the respondent the ability to elaborate on

their thoughts. Research questionnaires were developed in 1838 by the Statistical
Society of London.

The data collected from a data collection questionnaire can be both qualitative as
well as quantitative in nature

In this research we study bivariate correlation coefficient by using spss statistics

and explain same example take from book

IBM® SPSS® Statistics software delivers a powerful set of statistical features

that enable your organization to make the most of the valuable information your
data provides. By digging deeper into your data

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Table Of Contents:

Contents
Using SPSS program to Analysis of a Questionaire .............................................................................i
Certification of the Supervisors ............................................................................................................ ii
Acknowledgements ................................................................................................................................ iii
Abstract .................................................................................................................................................. iv
Table Of Contents: ................................................................................................................................. v
List Of Table .......................................................................................................................................... vi
List of figher........................................................................................................................................... vi
Chapter One ...........................................................................................................................................1
Questionnaires ........................................................................................................................................1
1-1: Introduction: ...................................................................................................................................1
1-2: Types of questionnaires:- ..............................................................................................................2
1-2-1: Structured Questionnaires:- .......................................................................................................2
1-2-2: Unstructured Questionnaires: ....................................................................................................2
1-3: Types of questions in a questionnaire: ..........................................................................................2
1-4: How to design a Questionnaire: ....................................................................................................4
Chapter Two ...........................................................................................................................................7
2-1:Introduction .....................................................................................................................................7
2-2: Steps to analyze the questionnaire: ...............................................................................................8
References: ........................................................................................................................................... 18
‫ پوختە‬....................................................................................................................................................... 19

v
List Of Table

NO. TITIL PAGE

1 Licart pentagram 7

2 level (Teacher, student, system) 13

3 Options ( Means) and (std.deviation ) 14
4 Correlations 15
5 ANOVA 17

List of figher

NO. TITIL PAGE

1 Questionartiy 7

2 Compute Variable 8
3 New Variable Like (Total 1) 9
4 Variable View 10
5 File format in Data View 11
6 Weighted average 12
7 Frequencies 13

8 Bivarrate correlations 15

9 One-way ANOVA 16

vi
 Chapter One

Questionnaires

1-1: Introduction:
A questionnaire is a research instrument that consists of a set of questions or
other types of prompts that aims to collect information from a respondent. A re-
search questionnaire is typically a mix of close-ended questions and open-ended
questions.

Open-ended, long-form questions offer the respondent the ability to elaborate on

their thoughts. Research questionnaires were developed in 1838 by the Statisti-
cal Society of London.

The data collected from a data collection questionnaire can be both qualitative as
well as quantitative in nature. A questionnaire may or may not be delivered in
the form of a survey, but a survey always consists of a questionnaire.

•Uniformity: Questionnaires are very useful to collect demographic information,

personal opinions, facts, or attitudes from respondents. One of the most signifi-
cant attributes of a research form is uniform design and standardization. Every
respondent sees the same questions. This helps in data collection and statistical
analysis of this data. For example, the retail store evaluation questionnaire tem-
plate contains questions for evaluating retail store experiences. Questions relate
to purchase value, range of options for product selections, and quality of mer-
chandise. These questions are uniform for all customers.

1
•Exploratory: It should be exploratory to collect qualitative data. There is no re-
striction on questions that can be in your questionnaire. For example, you use a
data collection questionnaire and send it to the female of the household to under-
stand her spending and saving habits relative to the household income. Open-
ended questions give you more insight and allow the respondents to explain their
practices. A very structured question list could limit the data collection.

1-2: Types of questionnaires:-

1-2-1: Structured Questionnaires:-

Structured questionnaires collect quantitative data. The questionnaire is planned
and designed to gather precise information. It also initiates a formal inquiry, sup-
plements data, checks previously accumulated data, and helps validate any prior
hypothesis.

1-2-2: Unstructured Questionnaires:

Unstructured questionnaires col-lect qualitative data. They use a basic structure
and some branching ques-tions but nothing that limits the responses of a respond-
ent. The questions are more open-ended to collect specific data from participants.

1-3: Types of questions in a questionnaire:

You can use multiple question types in a questionnaire. Using various question
types can help increase responses to your research questionnaire as they tend to

2
keep participants more engaged. The best customer satisfaction survey tem-
plates are the most commonly used for better insights and decision-making.Some
of the widely used types of questions are:
• Open-Ended Questions: Open-ended questions help collect qualitative data in a
questionnaire where the respondent can answer in a free form with little to no re-
strictions.

• Dichotomous Questions: The dichotomous question is generally a “yes/no”

close-ended question. This question is usually used in case of the need for neces-
sary validation. It is the most natural form of a questionnaire.

• Multiple-Choice Questions: Multiple-choice questions are a close-ended ques-

tion type in which a respondent has to select one (single-select multiple-choice
question) or many (multi-select multiple choice question) responses from a
given list of options. The multiple-choice question consists of an incomplete
stem (question), right answer or answers, incorrect answers, close alternatives,
and distractors. Of course, not all multiple-choice questions have all of the an-
swer types. For example, you probably won’t have the wrong or right answers if
you’re looking for customer opinion.

• Scaling Questions: These questions are based on the principles of the four
measurement scales – nominal, ordinal, interval, and ratio. A few of the question
types that utilize these scales’ fundamental properties are rank order questions,
Likert scale questions, semantic differential scale questions, and Stapel scale
questions.

• Pictorial Questions: This question type is easy to use and encourages respond-
ents to answer. It works similarly to a multiple-choice question. Respondents are
asked a question, and the answer choices are images. This helps respondents

3
choose an answer quickly without over-thinking their answers, giving you more
accurate data.

1-4: How to design a Questionnaire:

Questionnaire design is a multistep process that requires attention to detail at
every step.

Researchers are always hoping that the responses received for a survey question-
naire yield useable data. If the questionnaire is too complicated, there is a fair
chance that the respondent might get confused and will drop out or answer inac-
curately.

As a survey creator, you may want to pre-test the survey by administering it to a

focus group during development. You can try out a few different questionnaire
designs to determine which resonates best with your target audience. Pre-testing
is a good practice as the survey creator can comprehend the initial stages if there
are any changes required in the survey.

Steps Involved in Questionnaire Design

1. Identify the scope of your research:

Think about what your questionnaire is going to include before you start design-
ing the look of it. The clarity of the topic is of utmost importance as this is the
primary step in creating the questionnaire. Once you are clear on the purpose of
the questionnaire, you can begin the design process.

4
2. Keep it simple:

The words or phrases you use while writing the questionnaire must be easy to
understand. If the questions are unclear, the respondents may simply choose any
answer and skew the data you collect.

3. Ask only one question at a time:

At times, a researcher may be tempted to add two similar questions. This might
seem like an excellent way to consolidate answers to related issues, but it can
confuse your respondents or lead to inaccurate data. If any of your questions
contain the word “and,” take another look. This question likely has two parts,
which can affect the quality of your data.

4. Be flexible with your options:

While designing, the survey creator needs to be flexible in terms of “option

choice” for the re spondents. Sometimes the respondents may not necessarily
want to choose from the answer options provided by the survey creator. An
“other” option often helps keep respondents engaged in the survey.

5. The open-ended or closed-ended question is a tough choice:

The survey creator might end up in a situation where they need to make distinct
choices between open or close-ended questions. The question type should be
carefully chosen as it defines the tone and importance of asking the question in
the first place.

If the questionnaire requires the respondents to elaborate on their thoughts, an

open-ended question is the best choice. If the surveyor wants a specific re-
sponse, then close-ended questions should be their primary choice. The key to
5
asking closed-ended questions is to generate data that is easy to analyze and spot
trends.

6. It is essential to know your audience:

A researcher should know their target audience. For example, if the target audi-
ence speaks mostly Spanish, sending the questionnaire in any other language
would lower the response rate and accuracy of data. Something that may seem
clear to you may be confusing to your respondents. Use simple language and ter-
minology that your respondents will understand, and avoid technical jargon and
industry-specific language that might confuse your respondents.

For efficient market research, researchers need a representative sample collected

using one of the many sampling techniques, such as a sample questionnaire. It is
imperative to plan and define these target respondents based on the de-
mographics required.

7. Choosing the right tool is essential:

QuestionPro is a simple yet advanced survey software platform that the surveyors
can use to create a questionnaire or choose from the already existing 300+ ques-
tionnaire templates.

Always save personal questions for last. Sensitive questions may cause respond-
ents to drop off before completing. If these questions are at the end, the respond-
ent has had time to become more comfortable with the interview and are more
likely to answer personal or demographic questions.

6
 Chapter Two

2-1:Introduction
In This chapter the practical side was shown , A questionnaire paper was dis-
tributed to the students of the Mathematics Department, which consisted of 20
questions, after being entered into the SPSS- program, as shown in the following
figure

Figher(1)

Questionartiy

we have been using the Licart Pentagram Scale to calculate the questionnaire as
follows:
weight Opinion weighted mean
1 Completely disagree from 1.00 to 1.79
2 Disagree from 1.80 to 2.59
3 Nutral from 2.60 to 3.39
4 Agree from 3.40 to 4.19
5 Completely agree from 4.25 to 5.00

Table(1)
Licart pentagram

7
2-2: Steps to analyze the questionnaire:
1-Analyze the mean:-

Calculate the mean for each leavl through the following detailed steps:

Transform Compute Variable…

Click on compute variable we switch to the next windoe :-

Figher(2)

Compute Variable

8
Which we choose statistical then mean

Now we calculate a new variable like (Total 1) average for the system from the
folowing

Figher(3)

New Variable Like (Total 1)

9
Then press OK and do the same steps with the second and third axis, and the file
format becomes (Variable View) as in the following figure:

Figher(4)

Variable View

10
As for the file format in Data View, it will be as shown in the following figure:

Figher (5)

File format in Data View

Calculating the weighted average of the sample's answers to the questions in the
figure is similar to the Likert scale in order to know the direction of the respond-
ents' opinions as a following steps:

11
 Figher (6)

weighted average

12
Click on (Frequencies) we get the following :

Figher (7)
Frequencies
we're taking the average account For any level (Teacher, student, system) In the
vaiable after that click on ok

As a result of what we've done, we're going to get the following

Table(2)
level (Teacher, student, system)

Now, through the previous tables and using the five-point Likert table, we get the
following table:
13
 levels Mean Std. Deviation direction
system 3.4193 79293 agree
Student 3.4688 63607 agree
Teacher 3.1380 86452 nutral
Table (3)
Options ( Means) and (std.deviation )

It is clear from the previous table that there is a agree on the level of (system and
student and nutral on level teacher .

2: correlation coefficients:
Calculating the correlation coefficients between all the axes to study the exist-
ence of a relationship between the axes and knowing which two axes are more
closely related and which are less connected. in this step following

Analize correlate bivariate

14
 Figher(8)
Bivarrate correlations

As a result of what we've done, we're going to get the following

Table (4)
Correlations

15
from the above table we have a level of system have a weak relation between level
of student and teacher , and ather same.

3-ANOVA table:-

To calculate anova table we have to hypotheses in the following :

H0: there are no diverence between means

H1: there are diverence between means.
To calculate the anova table we do this steps follow.

Analize → compare means → one-way anova

Figer(9)
One-way ANOVA

After that put mean in the Dependent list and grope in the facter after that click
on the ok we get this result

16
 Table(5)
ANOVA

Since the value of the significance level is less than the value of (0.05), this means
that there is no significant difference between the means.

17
References:
[1] FIELD Andy, (2006), Discovering Statistics using SPSS, Sage.

[2] KINNEAR Paul R. and GRAY Colin D., (1997) SPSS for Windows made
simple.

Psychology Press.

[3] PALLANT Julie, (2007) SPSS survival manual: a step by step guide to data
analysis using SPSS for Windows, Open University Press.

[4] UCLA Academic Technology Services, SPSS FAQ: What does Cronbach's
alpha mean? last accessed 10/11/2006 at:
http://www.ats.ucla.ode/STAT/SPSS/faq/alpha.html.

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 ‫پوختە‬
‫پرسیارنامەیەک ئامێرێکی لێکۆڵینەوەیە کە پێکهاتووە لە کۆمەڵێک پرسیار یان جۆری تر‬
‫لە داواکاریەکان کە ئامانجی کۆکردنەوەی زانیاریە لە وەاڵمدەرەوە‪ .‬ڕاپرسیەکی توێژینەوە‬
‫بە شێوەیەکی ئاسایی تێکەڵەیەک لە پرسیارە تەواوکراوەکان و پرسیارە کراوەکانە‪.‬‬

‫‪19‬‬
 ‫زانكۆى سەالحەددین ‪ -‬هەولیَر‬
‫‪Salahaddin University – Erbil‬‬

‫بەكارهێنانی بەرنامەى )‪ )spss‬بۆ شيكردنەوەی پرسیارنامە‬

‫پڕۆژەی دەرچون‬
‫پێشكەش بەبەشی ماتماتیك كراوە ‪،‬وەك بەشێك لە پێداویستیەكانی‬
‫بەدەستهێنانی بڕوانامەی بەكالۆریۆس لەزانستی ماتماتیك‬

‫ئامادەکراوە لەالیەن‪:‬‬
‫سعاد عزیز عثمان‬

‫بەسەرپەرشتی‪:‬‬
‫م‪ .‬ئاواز شهاب محمد‬

‫نيسان‪2023-‬‬