Set Up Module: Section 1

Set Up Module
Section 1
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Interactive Introduction to
SPSS Statistical Software
Elizabeth Bigham, Ph.D.
California State University San Marcos May 2007 -
Funded by SSRIC
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Set-Up Instructions - 1
• Follow the set-up instructions (first 6
slides) before you begin the module.
• This module requires the use of SPSS and
DeskPins software. DeskPins keeps the
instructional window on top so you can
see it while you complete the SPSS
exercises.

• If you have DeskPins on your computer
(you would see a red push-pin in the
bottom left blue area of your screen),
advance to Set-Up Instructions – 6.
• If you do not have DeskPins already, print
out the instructions on the next 4 slides
(slides 3, 4, 5, 6) and follow the directions
to download this free program.

• Open an internet window.
• Go to
http://users.forthnet.gr/pat/efotinis/program
s/deskpins.html
• Scroll down and Select: DeskPins v1.30
• Select: Save > Save > Open

Your screen should look like this.

• Double left click on: DeskPins 1.30 setup
• Select: Extract all > Next > Next > Next >
Finish
• Select: DeskPins 1.30 setup installer > Run >
Next > Install
• When “Completed” appears in the upper left
corner of the window, select: Close
• Close the DeskPins window
• Restart you computer to activate the DeskPins
program and then return here and continue with
Set-Up Instructions – 6.

• DeskPins should now be installed (you should see a red
push-pin at the bottom right corner of your screen).
• Left click on the red push-pin (pick up a pin)
• Left click on this screen (you should see a red push-pin
appear in the blue area above)
• Shrink this window to approximately 20% of the size of
your screen and move it to the bottom right hand corner
of your screen.
– This will allow you to carry out the exercises in SPSS while
viewing the instructions.
• Now you are set-up and ready to begin the module!

Introduction to SPSS
Section 2

Interactive Introduction to SPSS
Statistical Software
Welcome,
This module was designed to introduce
you to SPSS statistical software. It is an
interactive presentation for students who
have successfully completed a lower
division statistics course and are ready to
begin conducting computerized statistical
analysis.

Learning Objectives
You will learn to:
– set-up a data entry page
– work with variables, such as add, move, and
recode them
– perform descriptive analysis
– conduct simple correlations

Directions
• Remember to use the double-down arrows
to “Advance to next slide” (or go back and
review slides) at your own pace.
• Words in italics refer to a location.
• Words in “quotes” are words you type.
• Bold indicates a selection (to click on).
• The symbol > indicates that you move to
the next step.
Getting Started
• Data collection methods vary and the
capabilities of SPSS are tremendous.
• For this introductory module, we will use a
simple survey (on the next slide) as part of
a hypothetical study.
• Take a look at the Sample Survey and
note the information that is collected with
each item.

Sample Survey
Participant #: __
Gender: M F Age: __ Year:__
Current GPA: ___ High School GPA: ___
On a scale of 1 to 10, how confident are you that
you will learn statistics?
1 2 3 4 5 6 7 8 9 10
Not at All Very
How many years of computer experience have you
had? __
Open SPSS
• Open SPSS: Start > All Programs >
SPSS for Windows > SPSS 14.0 for
Windows
• Your Version number may be different.
• A medium size window will open.
• Select: Type in Data > OK

– This first screen (Data View) is where
you enter data - one participant per row,
one variable per column.
– If it is not full screen with this window on
top (example on next slide), hit the full
screen button at the top right hand
corner of your screen.


• For the rest of the module, the small
instructional window will not be in the
pictures that show what your screen
should currently look like.
• See the next slide for an example.


Set-up a Data Entry Page
Section 3

Set Up Columns
• Switch to Variable View. At the bottom left
of your screen there are two tabs (Data
View and Variable View). Select: Variable
View. (This screen is where you enter
information about your variables - one
variable per row.)


• The first column is Name. This is where you
enter the name of your first variable (do not use
spaces). Type: “Case” and move down one line.
– You will notice that across the first row the cells fill
with information when you move down a line. These
are the default settings. We will start by changing only
a couple in this exercise.
• On the second line under Name. Type: “Gender”
• Move down one line and type: “Age”


• Continue -
• Move down one line and type: “GPA”
• Move down one line and type: “HSGPA”
• Move down one line and type: “Confidence”
(This will be the name for the question about
confidence.)
• Move down one line and type: “CompExp” (This
will be the name for the question about how
much computer experience they have.)

Coding
– In response to the survey item Gender, your
participant will circle M or F. SPSS will need a number
that indicates Male and a number that indicates
Female.
• Go to Line 2 (Gender) and move over to the
Values column, click on the cell and then on the
3 dots shaded in grey. A Value Labels window
will appear. Enter “1” in the Value box and
“Male” in the Label box. Select: Add. Then type
“2” and “Female.” Select: Add > OK.

– You can write in information that explains the variable
in the Label column.
• Go to line 6 (Confidence) and move over to the
Label column and type: “On a scale of 1 to 10
with 10 being the most, how confident are you
that you will learn statistics?”
• Move down to the Label column of line 7
(CompExp) and type: “How many years of
computer experience have you had?”

• Adjust the column width by putting your cursor
over the gray area on the dividing line between
Label and Values. Hold the left click button (to
grab the line) and move your mouse to the left.

– The Measure column is where you indicate the Level
of Measurement of the variable. Choices are Nominal,
Ordinal, or Scale (Interval or Ratio).
• Go to line 1 (Case) and click on the Measure
column. Click on the down arrow and select:
Nominal.
• Go to line 2 (Gender) and click on the Measure
column. Click on the down arrow and select:
Nominal.
• Leave the remaining lines at the default value
(Scale).

Enter Data
Section 4

Enter Data
• Switch to Data View. At the bottom left of
your screen select: Data View.
• In the upper left portion of your screen,
select View and, if Value Labels is not
checked, select Value Labels

• Type “1” in the first line of the Case column.
• Move over to the Gender column and click on
the down arrow in the cell. Select Male
• Move over to Age and type 23
• Move over to GPA and type 3.2
• Move over to HSGPA and type 3.11
• Move over to Confidence and type 6
• Move over to CompExp and type 5

You have just finished entering the data from
this survey (Participant #1).
Participant #: _1_
Gender: M F Age: _23_ Year: F
Current GPA: _3.2_ High School GPA: _3.11_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _5_
Now enter the data from the next 9
surveys.
Participant #: _2_
Gender: M F Age: _25_ Year: So
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _2_
Participant #: _3_
Gender: M F Age: _31_ Year: Sn
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _15_
Participant #: _4_
Gender: M F Age: _27_ Year: J
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _4_
Participant #: _5_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _8_
Participant #: _6_
Gender: M F Age: _22_ Year: F
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _2_
Participant #: _7_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _9_
Participant #: _8_
Gender: M F Age: _28_ Year: J
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _5_
Participant #: _9_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _1_
Participant #: 10_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _7_
Save your file
• Whenever you work with data, you should
be sure to save your file often.
• Go to File > Save As > (choose a
location)
• Type your last name in the File Name box.
• Select: Save

Work with Variables
Section 5

Add a variable
Click on the top grey portion of the GPA
column to highlight the column. At the top
left of your screen, select Edit > Insert
variable.

At the bottom left of your screen, select: Variable
View. Double click on VAR00001 (it will turn
blue) and type “Year” to give the new variable
(Year Level) a name.
– Move over to the Values column, click on the cell and
then on the 3 dots shaded in grey. Type “1” in the
Value box and “Freshman” in the Label box. Select:
Add. Type “2” and “Sophomore.” Select: Add. Type
“3” and “Junior.” Select: Add. Type “4” and “Senior.”
Select: Add > OK.

• At the bottom left of your screen, select:
Data View.
• Click in the Year column of line 1, select
the down arrow then select Freshman.

You have just finished entering the Year
Level for your first participant.
Participant #: _1_
Gender: M F Age: _23_ Year: Fr
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _5_
Now enter the Year Level for the other 9
participants (these are the same surveys).
Participant #: _2_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _2_
Participant #: _3_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _15_
Participant #: _4_
Gender: M F Age: _27_ Year: Ju
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _4_
Participant #: _5_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _8_
Participant #: _6_
Gender: M F Age: _22_ Year: Fr
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _2_
Participant #: _7_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _9_
Participant #: _8_
Gender: M F Age: _28_ Year: Ju
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _5_
Participant #: _9_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _1_
Participant #: 10_
1 2 3 4 5 6 7 8 9 10
Not at All Very
had? _7_
Your Data View file should look like this -

Move a variable
• Click on the top grey portion of the Year
column to highlight the column.
• Press and hold a Left click then use your
mouse to move the cursor to in between
the Gender and Age columns.
• Drop (stop pressing the Left click) the Year
column.

Recode Variables
The Confidence variable indicates
students' responses to the question: On a
scale of 1 to 10, how confident are you
that you will learn statistics? Their
responses are currently Scale data (1 –
10). To make a comparison of the
participants who answered with a low,
medium, or high response, you can create
groups (Nominal data).
Select: Transform > Recode > Into
Different Variables.
Highlight the Confidence question on the list
and click on the arrow to move Confidence
into the Input Variable box.
Type: “ConfLoHi” in Output Variable: Name.
Click on the Change button.

Select: Old and New Values. Under Old Value, select:
Range.
Type: “1” in the top box and “3” in the box under through.
Type: “1” in the Value box under New Value. Click: Add.
Type: “3” in the top Range box under Old Value and “6” in
the lower box.
Type: “7” in the top Range box under Old Value and “10” in
the lower box.

• Click on Continue > OK
• The new variable will appear at the right
hand side of your current variables.

• At the bottom left of your screen, select:
Variable View
• Go to line 9 (ConfLoHi) and move over to
the Values column. Click on the cell and
then on the 3 dots shaded in grey. Type “1”
in the Value box and “Low” in the Label
box. Select: Add. Type “2” and “Medium.”
Select: Add. Type “3” and “High.” Select:
Add

• Select: OK

Perform Descriptive Statistics
Section 6

Descriptive Statistics
• Descriptive statistics describe the status of
variables. How you describe the status of
variables depends on the level of measurement
of the variable. Recall that SPSS uses Nominal,
Ordinal, and Scale (Interval or Ratio).
– Nominal and Ordinal variables, such as Gender, could
be reported as Frequency (% or number of Males and
Females).
– Scale variables, such as Age, could be reported by
stating the Minimum, Maximum, Mean, and Standard
Deviation (Ages ranged from 18 to 64 years old with
an average age of 27 (SD=9.81)).
Calculate Frequency
• Select: Analyze > Descriptive Statistics >
Frequencies
• Highlight Gender on the list and click on the
arrow to move Gender to the Variable(s) box.
• Highlight ConfLoHi on the list and click on the
arrow to move ConfLoHi to the Variable(s) box
• Be sure that Display Frequency Tables is
checked
• Select Charts
• On the Frequencies: Charts box, select: Bar
charts and Percentages > Continue > OK.

• Notice that a 2nd file is now open.
• Each time you perform an analysis, the output
will be added to the output file.
• When you save, you will need to save both your
data file (.sav) and your output file (.spo).
• Go to File > Save As > (choose a location)
• Type your last name in the File Name box.
• Select: Save

Review the Output
• Frequencies: the number of valid and
missing data entries for Gender and
ConfLoHi
• Frequency Table: the number of data
entries for each level of Gender (how
many Males and Females) and ConfLoHi
(how many Low, Medium, and High)
followed by Bar Charts

Calculate Minimum, Maximum,
Mean, & Standard Deviation
• Select: Analyze > Descriptive Statistics >
Frequencies to open Frequencies.
• Select: Reset
• Highlight Age, GPA, HPGPA, and the 2 questions
(Confidence and CompExp) on the list and click on
the arrow to move them to the Variable(s) box.
• Be sure that Display Frequency Tables is checked
• Select: Statistics. Check Mean, Standard
Deviation, Minimum and Maximum
• Select: Continue > OK

Review the Output
• Frequencies: the number of valid and missing
data entries for these variables now includes
Mean, Standard Deviation, Minimum, Maximum.
• Frequency Tables: the number of data entries for
each level of these variables (one table for each
variable). If there are many levels of a variable,
the Frequency Table provides information that is
very detailed. Instead, the variable’s Mean,
Standard Deviation, Minimum, and Maximum
are typically reported.
Calculate for Multiple Variables
• Determine the frequency of a combination of variables,
such as how many of each Gender are at each level of
ConfLoHi:
• Select: Analyze > Descriptive Statistics > Crosstabs
• Highlight Gender and click on the upper arrow to move
Gender to the Row(s) box.
• Highlight ConfLoHi and click on the lower arrow to move
ConfLoHi to the Column(s) box.
• Check Display clustered bar charts
• Select: Cells. Check Percentages for Row, Column,
and Total
• Select: Continue > OK.
Review the Output
• Case Processing Summary: the number of valid,

missing, and total data entries for Gender and
ConfLoHi (participants that answered both
questions)
• Crosstabulation: the number (and percentages)
of data entries for each level of both variables
(rows are levels of one variable and intersect
with columns which are levels of the other
variable).
• Works best with nominal or ordinal variables

Conduct Simple Correlations
Section 7

Correlation
– A Pearson correlation analyzes relationships
between parametric, linear (interval or ratio
which are Scale in SPSS) variables. If ordinal,
use Spearman Rho even if not from a normal
distribution.
– You can enter several variables and get a
matrix of the direction and strength (-1 to 1) of
relationships.

• To examine the relationship between GPA and
Confidence, start by restating the hypothesis.
• Hypothesis:
– It is hypothesized that there will be a significant
positive relationship between GPA and Level of
Confidence .
– This is directional so it is one-tailed.
• Variables and Level of Measurement:
– Variable1: GPA (Scale)
– Variable 2: Level of Confidence (Scale)
• Select: Analyze > Correlate > Bivariate
• Highlight GPA and the Confidence
question on the list and click on the arrow
to move them to the Variables box.
• Check Pearson, One-tailed, and Flag
significant correlations.
• Select: Options. Check Means and
standard deviations. Select: Continue >
OK
Review Output
• Descriptive Statistics: Here are the Means,
Standard Deviations, and N for GPA and
Level of Confidence.
• Correlations: The variables are listed
across the top and down the side so that
they intersect within the grid. Each
intersection box has the value of the
correlation, then the significance level,
then the N.

• Find the numbers in the statement below
on the output at the intersection of GPA
and Level of Confidence (the question
about confidence):
– There was a positive correlation [r(10)= .883,
p < .01] between GPA and Level of
Confidence.

Scatter plot
• A scatter plot is a common method of
displaying the results of a bivariate
correlation. You can add a third variable by
entering it at set markers by.
• One variable is represented on each axis
and the dots represent the intersection of
participants’ scores on the two variables.

• Select: Graphs > Scatter/Dot > Simple
Scatter > Define
• Highlight GPA. Click the arrow to move it
to the Y Axis box.
• Highlight Level of Confidence question.
Click the arrow to move it to the X Axis
box.

• Select: Titles.
• In the Footnote Line 1 box, type “Figure 1.
There was a significant positive
relationship between GPA and Level of
Confidence.”
• Select: Continue > OK

• SPSS Graphs are easily edited and copy/pasted
into your document. You can change the Axis
labels, colors, sizes, etc. in the Chart Editor.
• Place your curser over the chart and double-left
click. Now double click on the X Axis label (On a
scale of 1 to 10 with 10 being the most, how
confident are you that you will learn statistics?).
A the blue box appears around the text. (Close
the Properties box that pops up.)
• You can now change the label by deleting the
old label and typing: “Level of Confidence”
• Click outside the box onto the SPSS
Viewer to close the Chart Editor and the
change will be made to your graph.
• If you wanted to use your graph in a
document, you would just right click then
Copy / Paste it into your document.

• Good Job!
• You have almost completed the module.
• Just 2 more steps.

Post Test
Section 8

• Step 1 -
• Print the output file (SPSS Viewer)
• Select: File > Print > OK

• Step 2 -
– Get out a blank sheet of paper and answer
the questions on the next page.
– If you find that they are difficult for you to
answer, you should go back through the
module, review your statistics text, or consult
with your professor.

Post - Test
1. What percentage of the participants were females?
2. What was the average number of years of computer
experience?
3. How many males were in the High Confidence group
and how many females in that group?
4. Was the relationship between GPA and Confidence
significant (<.05)?
5. Did your graph display the difference between
variables or the relationship between variables?

Congratulations
• You have now
– set-up a data entry page
– added, moved, and recoded variables
– performed descriptive analysis on nominal
and scale variables
– conducted a Pearson correlation and created
a scatter plot for the results

Thank You
• Your comments are appreciated and may
be directed to:
• Elizabeth Bigham, Ph.D.

• California State University San Marcos
• 333 S. Twin Oaks Valley Rd.
• San Marcos, CA 92096
• ebigham@csusm.edu

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• Case Processing Summary: the number of valid,

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