Empowering Research: SPSS Techniques

for Data Analysis and Interpretation

WALDEN G. HABANA
29 February 2024
 OBJECTIVES

 Introduce teachers to the fundamental features and

functionalities of SPSS (Statistical Package for the
Social Sciences) for data analysis.
 Demonstrate how to generate descriptive statistics
using SPSS to summarize and interpret data effectively.
 Equip teachers with the knowledge and skills to
conduct inferential statistics using SPSS to make
inferences about populations based on sample data.
 SOME THINGS ABOUT “STATISTICS”

Descriptive Statistics – is concerned with describing the

properties of sample or population.

Inferential Statistics – is concerned with drawing

inference about the characteristics of a population by
studying its representative sample.
 STATISTICS

Descriptive questions utilize descriptive statistics.

What is the mean….?
What is the level of…?

Inferential questions utilize inferential statistics.

Is there a significant difference …?
Is there a relationship between …?
 STATISTICS

 Descriptive questions utilize descriptive

statistics like mean, percent, standard deviation,
variance, median, and mode.

 Inferential questions utilize inferential

statistics like t-test, Analysis of Variance
(ANOVA), Correlational analysis.
BEFORE ANYTHING
ELSE….
 TEST OF NORMALITY
 Before performing statistical analysis using t-tests,
Pearson’s r, and ANOVA, the data should be tested
first for normality.
 Two well-known tests of normality are the
Kolmogorov-Smirnov test and the Shapiro-Wilk test.
 If the data does not fit the normal distribution, use
Non-Parametric Tests.
 In comparing two or more samples, use a Non-
Parametric test if one of the samples failed the
normality test.
 PARA O NON-PARA?

Parametric Test Non-Parametric Test

Independent Samples t
Mann-Whitney U Test
Test

Paired Samples t Test Wilcoxon Test

Pearson’s R Spearman Rho

ANOVA (Analysis of
Kruskal-Wallis Test
Variance)
 TEST OF NORMALITY

 When the p-value obtained in the Kolmogorov-

Smirnov and Shapiro-Wilk test is greater than
0.05, the data set is normally distributed.

Oops! Your data set is NOT Okay! Your data set is

Normally Distributed. NORMALLY DISTRIBUTED.
SPSS TIME!

SPSS
Statistical Package
for the Social
Sciences
NORMALITY TEST
 TEST OF NORMALITY USING SPSS
(Kolmogorov-Smirnov & Shapiro-Wilk)
(1) Select your
variables and
move them to the
dependent list.

(2) Click
“Statistics” and
check
“Descriptives” and
“Outliers”.

(3) Click “Plots”

and select “Factor
levels together.”
Check
“Histogram” and
“Normality plots
with tests.”
Analyze  Descriptive Statistics  Explore
 TEST OF NORMALITY USING SPSS
(Kolmogorov-Smirnov & Shapiro-Wilk)

For Test1 variable, KS and SW For Pretest and Posttest

p-values are less than 0.05, thus variables, KS and SW p-values
Test1 data is NOT normally are greater than 0.05, thus the
distributed. data is normally distributed.
 TEST OF NORMALITY USING SPSS
(Kolmogorov-Smirnov & Shapiro-Wilk)

In comparing pretest and posttest, you may use

Parametric tests such as T test and Pearson’s r. However,
if, for example, you compare pretest and test1, you need
to use Non-Parametric tests.
 TEST OF NORMALITY USING SPSS
(Kolmogorov-Smirnov & Shapiro-Wilk)

For minimal samples, let’s say less than 30, it is

recommended to use Shapiro-Wilk. The Shapiro-Wilk test
is more powerful and reliable for small sample sizes
compared to the Kolmogorov-Smirnov test (Moore,
McCabe, Craig, 2019; Newbold, Carlson, Thorne, 2019;
Daniel, Cross, 2018).
MEAN & STD. DEVIATION
 Research Question

1. What is the mean score of the learners in the

pretest and posttest?
 MEAN & STD. DEVIATION
(1) Select your
variables and
move them to the
“Variables” list.

(2) Click “Options”

and check “Mean”
and “Std.
deviation”.

Analyze  Descriptive Statistics  Descriptives

MEAN & STD. DEVIATION
 MEAN & STD. DEVIATION

Table x. Title here

Mean SD
Pretest 5.4 2.896
Posttest 15.06 2.864
The analysis of the pretest and posttest data reveals a
notable improvement in participants' performance following the
intervention. The mean score increased substantially from 5.4
in the pretest to 15.06 in the posttest, indicating a positive effect
of the intervention. The similarity in standard deviations
between the pretest and posttest suggests consistent variability
in scores across both assessments.
TEST OF SIGNIFICANCE
T TESTS and ANOVA
 TEST OF SIGNIFICANCE

One Group of Paired Samples

Students t-test
t-test
Two Groups Independent
of Students Samples t-test
Paired Samples One Group of
Students
Paired Samples
t-test

t-test
t-test
Two Groups of Independent
Students Samples t-test

Pretest Intervention Posttest

One Group
 Sample (One Group)

Research Questions Statistical Tools

1. What are the mean scores
Mean & Standard
of the learners before and after
the use of the intervention? Deviation
2. Is there a significant
difference between the mean (P) Paired Samples t-test
pretest and mean posttest (NP) Wilcoxon Test
scores of the learners?
Independent Samples One Group of
Students
Paired Samples
t-test

t-test
t-test
Two Groups Independent
of Students Samples t-test

Pretest Intervention Posttest

Experimental Group

Pretest Posttest

Control Group
 Sample (Two Groups)

Research Questions Statistical Tools

1. What are the mean scores of each of the

two groups before and after the use of the Mean & Standard Deviation
intervention?

2. Is there a significant difference between

(P) Paired Samples t-test
the mean pretest and mean posttest scores
(NP) Wilcoxon Test
of each of the groups?

3. Is there a significant difference between (P) Independent Samples t-test

the mean posttest scores of the two groups? (NP) Mann-Whitney U Test
SPSS TIME!

(P) Paired
Samples t-test
(NP) Wilcoxon
Test
PAIRED SAMPLES
T TEST
 PAIRED SAMPLES T-TEST
(1) Select your
variables and
move them to the
“Paired Variables”
list.

Analyze  Compare Means Paired Samples T Test

PAIRED SAMPLES T-TEST

Since the p-value is less than

0.05, there is enough evidence to
conclude that there is a significant
difference between the pretest
and posttest.
 PAIRED SAMPLES T-TEST

For presentation in Chapter VII. Discussion of Results and

Reflection, DO NOT COPY and PASTE all information from
SPSS. You only need a few data.
Table 1. Title here
T-statistic (t-
Mean SD df p-value
value)
Pretest 78.5 5.09
-5.889 23 .001
Posttest 86.83 5.56
 PAIRED SAMPLES T-TEST
For the analysis and interpretation part:

Table 1. Title here

T-statistic (t-
Mean SD df p-value
value)
Pretest 78.5 5.09
-5.889 23 .001
Posttest 86.83 5.56

A paired-samples t-test was conducted to compare the

mean scores of participants on a pretest (M = 78.5, SD = 5.09)
and posttest (M = 86.83, SD = 5.56). The t-test yielded a
significant result, t(23) = -5.889, p = 0.001. This result
underscores the effectiveness of the intervention in improving
participant outcomes.
WILCOXON
A NON-PARAMETRIC COUNTERPART OF THE PAIRED SAMPLES T
TEST
 WILCOXON SIGNED RANK TEST
(1) Select your
variables and
move them to the
“Test Pairs” list.

(2) Check
Wilcoxon

Analyze  Nonparametric Tests Legacy Dialogs  2 Related Samples

WILCOXON SIGNED RANK TEST

Since the p-value is less than

0.05, there is enough
evidence to conclude that
there is a significant difference
between the pretest and
posttest.
 WILCOXON SIGNED RANK TEST
Table 1. Title here
POSTTEST-PRETEST
z -4.857
p-value 0.001

The test revealed a significant difference between the

pretest and posttest, with a Z statistic of -3.902 (p < .001). The
findings imply that the intervention or treatment administered
between the paired observations has had a notable effect on the
outcome variable.
INDEPENDENT SAMPLES
T TEST
 INDEPENDENT SAMPLES T-TEST

(1) Create two (2) Create two

variables for variables for
Scores and Scores and
Groupings. Groupings.

(3) Click here to

assign values.

(4) Assign values

for Pretest and
Posttest.
 INDEPENDENT SAMPLES T-TEST

(1) Select
“Scores” and
moved it to the
Test Variable

(2) Select “Group”

and moved it to
the Grouping
Variable

(3) Click here to

define groups.

(4) Use 1 for the

pretest and 2 for
the posttest.

Analyze  Compare Means Independent Samples T Test

 INDEPENDENT SAMPLES T-TEST

(2) Because Levene’s p-value is greater than 0.05, use the

(1) If Levene’s Test for Equality of Variances’ p-value is
Sig. (2-tailed) value in the first row which is .033. Since the p-
greater than 0.05, use the Sig. (2-tailed) value of the
FIRST ROW, otherwise, use the p-value in the SECOND
value (.033) is less than 0.05, there is a significant difference
ROW. between the means of the scores.
 INDEPENDENT SAMPLES T-TEST

Table 1. Title here

T-statistic (t-
Mean SD df p-value
value)
Pretest xx.xx xx.xx
-2.192 23 .033
Posttest xx.xx xx.xx
MANN-WHITNEY U TEST
A NON-PARAMETRIC COUNTERPART OF THE INDEPENDENT
SAMPLES T TEST
 MANN-WHITNEY U TEST
(1) Select
“Scores” and
moved it to the
Test Variable

(2) Select “Group”

and moved it to
the Grouping
Variable
(3) Click here to
define groups.

(4) Check Mann-

Whitney U.

(5) Use 1 for the

pretest and 2 for
the posttest.
Analyze  Nonparametric Tests Legacy Dialogs  2 Independent Samples
MANN-WHITNEY U TEST

Since the p-value is

greater than 0.05,
there is NO
significant difference
between the pretest
and posttest.
 MANN-WHITNEY U TEST

Table 1. Title here

SCORES
Mann- 287.500
Whitney U
z -1.265
p-value .206
 TEST OF SIGNIFICANCE

One Way Analysis of

Three or more
ANOVA Variance / Kruskal-
Groups
Wallis Test
 ANOVA

Pretest Intervention Posttest

Experimental Group 1

Pretest Intervention Posttest

Experimental Group 2

Pretest Posttest

Control Group
 Sample (Two Groups)

Research Questions Statistical Tools

1. What are the mean scores of each of the

three groups before and after the use of the Mean & Standard Deviation
intervention?

2. Is there a significant difference between

(P) Paired Samples t-test
the mean pretest and mean posttest scores
(NP) Wilcoxon Test
of each of the three groups?

3. Is there a significant difference between

(P) ANOVA
the mean posttest scores of the three
(NP) Kruskal-Wallis Test
groups?
 Analysis of Variance (ANOVA)

(1) Select
“Scores” and
moved it to the
Test Variable

(2) Select “Group”

and moved it to
the Grouping
Variable

(3) Click
“Options”.

(4) Check
“Descriptive”.

Analyze  Compare Means One-Way ANOVA

Analysis of Variance (ANOVA)

Since the p-value (.330)

is greater than 0.05,
there is NO significant
difference among the
mean scores of the
three groups.
 KRUSKAL-WALLIS TEST

(1) Select
“Scores” and
moved it to the
Test Variable

(2) Select “Group”

and moved it to
the Grouping
Variable

(3) Click “Define

Range”.

(4) 1 for min and

2 for max.

(4) Check
Analyze  Nonparametric Tests Legacy Dialogs  K Dependent Samples “Kruskal-Wallis”.
KRUSKAL-WALLIS TEST

Since the p-value (0.168)

is greater than 0.05,
there is NO significant
difference in test scores
among the three groups.
TEST OF RELATIONSHIP/ASSOCIATION

PEARSON’S r
Is there a significant relationship
………(variables x and y)

Is there a significant
association………. (variables x and y)
 Correlation

Correlation
Interpretation
Coefficient (r)
 Sample Correlation Research Question

Research Questions Statistical Tools

Is there a correlation/association between
(P) Pearson Correlation
the math and science grades of the
(NP) Spearman Correlation
respondents?
 PEARSON R

(1) Select the

Math and Science
Data and moved it
to “Variables”.

(2) Select
“Pearson”.

Analyze  Correlate Bivariate

PEARSON R

The Pearson Correlation

(r) value (1.000) suggests
that there is a “Perfect
Correlation” between
Math grades and Science
grades.

The Sig. (2-tailed) value

(0.000) shows that there is a
significant relationship
between Math and Science
grades.
 SPEARMAN CORRELATION

(1) Select “Math”

and “Science”
scores and
moved them to
“Variables”.

(2) Select
“Spearman”.

Analyze  Correlate Bivariate

SPEARMAN CORRELATION

The Pearson Correlation

(r) value (.913) suggests
that there is a “Very
Strong Correlation”
between Math grades
and Science grades.

The Sig. (2-tailed) value

(0.000) shows that there is a
significant relationship
between Math and Science
grades.
 Thematic Analysis

 Thematic analysis is a method of analyzing

qualitative data.
 It is usually applied to a set of texts, such as
interview transcripts.
 The researcher closely examines the data to
identify common themes – topics, ideas and
patters of meaning that come up repeatedly.
 Sample Correlation Research Question

Research Questions Statistical Tools

What are the perceptions of students on the

Thematic Analysis
distance learning modality?

What are the factors affecting the level of

interest of the learners towards education Thematic Analysis
during the pandemic?
Thematic Analysis
Thematic Analysis