SPSS Survival Manual: Instructor Resources
Welcome to the instructor resources
The SPSS Survival Manual is designed for students and other researchers who are involved in the design and execution of research projects, and the analysis of the data obtained. It is suitable for use as both an in-class text, with an instructor acting as a guide, or as a self-instruction book for those conducting an individual research project. The book covers the whole research process from designing a study, through to the analysis of the data and presentation of the results.
- Using the SPSS Survival Manual as a teaching tool
- Skills required by students
- Hints on the teaching of statistical material
- Additional exercises for each chapter
- Reviewing basic statistics techniques
- Assessment
- Supervising students' research projects
- Statistics revision test:
Download as a Microsoft Word document
Download as a PDF - Sample exam:
Download as a Microsoft Word document
Download as a PDF - Answers to sample exam:
Download as a Microsoft Word document
Download as a PDF
Using the SPSS Survival Manual as a teaching tool
Although the SPSS Survival Manual has been designed with sufficient information to act as a self-instruction book for students undertaking a research project, it can also be used by instructors in a classroom situation. The material covered in the book makes it suitable for early undergraduate training in basic statistical and computing skills, through to more advanced postgraduate multivariate statistics courses.
Unlike other SPSS guides, the SPSS Survival Manual considers the whole research process from the original design of an experiment or survey, through to statistical analysis and presentation of results. It is important for students to understand that the quality of the data that they analyse depends on the careful design of data collection instruments. Students are often taught statistics using pre-existing data files and many do not appreciate the steps involved in the collection of that data.
The SPSS Survival Manual is divided into a number of clearly defined sections, which can be used to structure the teaching of this material in a classroom setting. Part One covers issues relating to the design of a study and the preparation of data collection materials. Basic SPSS skills are also introduced. In Part Two, the SPSS procedures used to create a data file and to enter the data are presented. The important process of 'screening and cleaning' the data is also included. Part Three presents the range of preliminary analyses that can be used to explore and to manipulate the data. In this part students are also guided through the decision-making process for choosing the correct statistic to use. A review of the major statistical techniques is also presented, allowing students to gain a good understanding of the choices available. Part Four focuses on the variety of techniques that can be used to explore relationships among variables. The early chapters in this part cover the basic techniques of correlation and partial correlation, moving onto the more complex topics of multiple regression, logistic regression and factor analysis. A similar, graded approach is used in Part Five (Statistical techniques to compare groups), starting with t-tests and ANOVA, and then moving on to multivariate analysis of variance and analysis of covariance.
Instructors can choose which sections of the book are suitable for the needs of their particular students. Students should, however, be encouraged to read through the introductory sections of Part Four and Part Five before attempting any of the techniques covered in those sections. The introductions provide students with a revision of the key issues relating to that family of techniques (e.g. assumptions).
Skills required by students
To make the most effective use of the SPSS Survival Manual students need two sets of skills:
- basic computer skills
- basic knowledge of the principles underlying statistics and the techniques covered throughout the book.
Computer skills required
The instructions and examples provided throughout the text assume that the reader is already familiar with using a personal computer, particularly the Windows functions.
Students should be able to:
- use the Windows drop-down menus
- use the left and right buttons on a mouse
- use the click and drag technique for highlighting text
- minimise and maximise windows
- start and exit programs from the Start menu, or from Windows Explorer
- move between programs that are running simultaneously
- open, save, rename, move and close files
- work with more than one file at a time, and move between files that are open
- use Windows Explorer to copy files from one drive to another, and back again
- use Windows Explorer to create folders and to move files between folders.
It is surprising the number of students who still lack these basic skills. One function that many students seem not to be able to perform reliably is the setting up of a folder on a hard drive and the transfer of files from their data storage device to the new folder. I have seen many research students 'lose' their data files during attempts at this process. It is well worth the effort to run a brief tutorial at the start of any SPSS training course to ensure that students can comfortably and consistently perform each of the skills listed. This can prevent a lot of problems later.
Statistical knowledge required
The SPSS Survival Manual is not designed to 'stand alone'. It is assumed that students have been exposed to the fundamentals of statistics and that they have some knowledge of the statistical techniques covered in the book. Additional readings are suggested throughout the book and students are encouraged to consult relevant statistical texts to ensure they have a good understanding of the techniques that they intend to use. At the beginning of Part Four, Statistical techniques to explore relationships among variables, and Part Five, Statistical techniques to compare groups, introductory sections are included which review some of the key statistical issues relevant to the techniques covered. These introductions are designed to provide some basic revision of key material and also to alert the students to topics that they should follow up on with further reading. Students should be encouraged to read these reviews prior to attempting any of the statistical techniques covered within each section.
Hints on the teaching of statistical material
Teaching statistics and research subjects is different in many ways to teaching other subjects. Students' expectations and attitudes play an important part in determining the success of these types of courses. Research subjects can be important hurdles that students must perform well in if they intend to continue with their studies—scores on these subjects are often used as criteria for acceptance into postgraduate study programs (honours, masters, PhD). This can place a lot of additional pressure on students, many of whom are already nervous about their mathematical abilities. Unfortunately, anxiety can lead to poor performance, and this in turn can lead to a lot of extra work (and support and counselling) for teaching staff. These courses need to be taught well, with a good understanding of the students' perceptions and needs. In the sections to follow I have provided a range of hints, guidelines, observations and recommendations that you may find useful in designing and teaching statistics and research-related subjects.
Building students' confidence
One of the major problems facing students enrolled in statistics courses is a lack of confidence. Many do not believe they have the ability to understand this type of material. I have seen normally very competent students in a state of panic because of their fear (and loathing) of this type of material. One of the main aims I have when teaching this type of material is to restore students' confidence in their ability to learn and implement this material in conducting research. It can be a very empowering experience for students if they can overcome their fear and gain competence.
When teaching these subjects I have noticed a number of different types of students, all requiring different treatment:
- those who have 'statistics phobia' and feel totally helpless and hopeless about being able to successfully complete the course
- those who have 'statistics phobia' but are determined to succeed and will do anything to overcome this problem
- those who appear very confident about their ability (but in fact don't really understand, and are unwilling to recognise this)
- those who appear confident about their ability, and do in fact have a reasonable grasp of the material.
Some students obviously lack confidence—they are often the ones who will contact lecturers before the course and express their concerns. Many of these are determined to succeed and will gratefully accept help in overcoming their problems in this area. Referral to a student counselling service can help if their anxiety levels are too high. At one of the universities I worked at, stress management classes were run for students prior to the start of term to help overcome anxiety, and to help with the adoption of effective coping strategies. If students are able to keep their anxiety under control, they can channel this energy into putting in additional work on the material.
Unfortunately, some students are so convinced that they cannot handle this material that it becomes a self-fulfilling prophecy. They hate the material, don't put the necessary work into the course, and therefore fall behind, further exacerbating the problem.
In a number of my classes I have noticed some students (usually young males) who start the course very confident about their ability to do well on the course. Unfortunately this confidence is not matched by ability (nor dedication to putting in the work) and they fall behind. These students are often reluctant to seek help (perhaps they need to maintain a competent front) until it is too late. These students should be encouraged to put in the necessary work and it needs to be emphasised that a general understanding is not sufficient—it is also important to learn the details.
I recommend that you consider administering a brief questionnaire at the start of any statistics/research subject to better understand the perceptions and ability of your students. The questions should probe students' background (previous relevant courses, mathematical ability, experience with computers), and their confidence in their ability to cope with the course.
On the basis of the questionnaire responses it may be necessary to consider additional assistance for some students to cover basic mathematical techniques, computer skills, or a review of preliminary material. This can be a good investment of time and energy, preventing many problems later on the course.
Additional exercises for each chapter
Throughout the SPSS Survival Manual each technique is illustrated by the use of detailed examples. Exercises and review questions for these techniques are available from this website, for students to use on their own, or in classroom situations. Instructors can modify/adapt these exercises to suit their specific needs. Depending on the nature and level of the course being taught, some sections may be more suitable than others. Instructors are encouraged to download the file, to cut/paste/modify as required and to print off copies for their students.
Reviewing basic statistics techniques
Before students begin to use SPSS to analyse data it is important that they have a good understanding of the basic underlying principles of the various statistical techniques. SPSS for Windows is almost too easy to use; it allows students to run analyses that are not appropriate. It would be great if SPSS had a built-in siren that would sound if students were attempting inappropriate procedures with their data!
Students should be encouraged to dig out their statistics books so that they are handy to refer to when performing analyses. A list of additional reading is provided in the SPSS Survival Manual and with this website. It is also strongly recommended that early sessions in any course provide students with a revision of the basic principles underlying the various statistical techniques and an overview of the variety of techniques available.
When teaching SPSS to postgraduate research students I often give them a take-home statistics revision test to ensure that they immerse themselves in their statistics books. This Statistics Revision Test is available on this website—instructors can chose to download this as a Microsoft Word document, or download this as a PDF.
Outlining the research process
Before teaching students data analysis techniques it is important that they understand the whole research process. This helps set the scene, and gives them a structure in which to understand how the different statistical techniques 'fit in'. This is one the complaints that I have heard from students concerning the statistics courses they have done previously. They have been taught various techniques (t-test, ANOVA), but don't understand how or why these might be used in a real research situation.
Collecting data and preparing a data file
Often students are taught statistics in small chunks, treating each of the major techniques (e.g., t-test, ANOVA) in isolation. Many of the data sets that they 'play with' in statistics classes are manufactured. These data sets are usually small, clean and neat, without the real-life problems of missing data. Students often do not understand the range of difficulties that face them when setting out to collect data themselves.
Many of the examples displayed throughout the SPSS Survival Manual are based on the analysis of a 'real' data file, survey.sav from this website. The questionnaire used to collect the data in the survey.sav file is included in the Appendix of the SPSS Survival Manual. This allows students to see the whole research process from the development of the questionnaire, collection of data, preparation of the data file, analysis of the data and presentation of results.
If practical, students should be provided with the opportunity to collect data themselves and to prepare and enter the data into SPSS. This may involve the design of a brief questionnaire in a topic area of relevance to their studies. They could ask a number of friends or relatives to complete the questionnaire and the pooled data could be then entered into SPSS. This hands-on experience can often make the whole research process seem more real, even to undergraduate students in their first years of research training. Some care may be needed in the design of a practical exercise such as this to ensure that it conforms to the requirements of research guidelines of the university. It is a good idea to avoid controversial or sensitive issues and students should ensure that they do not put pressure on people to complete the questionnaire. If possible, anonymity should be maintained, by having respondents seal their questionnaire in an envelope which is returned to class unopened. Pooling of class data helps to ensure that individual responses cannot be identified.
Assessment
One of the less enjoyable aspects of teaching SPSS skills in an academic setting is the need to assess students' skills, and to assign a grade. There are a number of difficulties associated with this. The first issue to consider is whether or not you wish to assess students' ability to actually use SPSS to prepare a data file and to analyse data. Computers have a nasty habit of breaking down at the worst possible times, particularly during exams, and there is nothing more stressful for a student than to have a computer crash in the middle of an exam. For this reason, many teachers of SPSS choose to use pen-and-paper assessments for this type of subject. The focus is on interpreting SPSS output and choosing appropriate statistical techniques.
A Sample Exam is included on this website:
Download sample exam as a Microsoft Word document
Download sample exam as a PDF
Answers to the sample exam are available:
Download answers to sample exam as Microsoft Word document
Download answers to sample exam as a PDF
Supervising students' research projects
For many degree programs students are required to complete an independent (or group) research project and to write up the results in the form of a report, thesis or journal article. There are many issues that arise during this process. In the next few sections I have provided some of the material that I use with my own graduate diploma, masters and PhD students. Much of this material is provided to students at the start of their research project in the form of a survival kit (which also includes the SPSS Survival Manual). My philosophy is that the better prepared a student is for the research journey ahead, the easier it will be for them (and their long-suffering supervisor!). This material is also available for students from this website.
