Description
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. In this assignment, you will use SPSS to analyze qualitative data related to this study.
General Requirements:
Use the following information to ensure successful completion of the assignment:
- Review “SPSS Access Instructions” for information on how to access SPSS for this assignment.
- Access the document, “SPSS Exercise Resource” to complete the assignment.
- Download the file “Facultycommentsaboutinclassdisruptions.sav” and open it with SPSS. Use the data to complete the assignment.
- View the video “SPSS – Coding and Labeling Variables” available at http://www.youtube.com/watch?v=S4ULCYIXcoQ.
- View the video “Frequencies and Descriptive Statistics” available at http://www.youtube.com/watch?v=XrfQfEwjZA4.
Directions:
Complete the exercise using the information and directions in the document “SPSS Exercise Resource.”
FACULTYCOMMENTINCLASSDISRUPTION
FACULTYCOMMENTCODE
FACULTYIDNO
GENDER NUMBERYEARSTEACHING
Being late #NULL!
1
1
4.00
They come to#NULL!
class unprepared 2
1
5.00
They leave early
#NULL!
or arrive late 3
2
5.50
Eating, drinking,
#NULL!
making noises 4
1
12.00
Talking while #NULL!
I’m lecturing
5
2
3.00
Asking stupid#NULL!
questions to interfere
6 with lecture
2
1.00
On their cell phones
#NULL!
7
1
1.00
Getting up and
#NULL!
leaving early
8
1
15.00
Talk during class
#NULL!
9
1
5.00
Talking and laughing
#NULL! during class
10
2
2.00
Getting up in #NULL!
the middle of class11and leaving2
6.00
Talking while #NULL!
I’m lecturing
12
2
5.00
Not paying attention
#NULL!
13
1
25.00
Sleeping
#NULL!
14
2
3.00
On their cell phones
#NULL!
15
1
2.50
Not on time #NULL!
#NULL!
#NULL!
#NULL!
On their phones
#NULL!
#NULL!
#NULL!
#NULL!
Dozing off #NULL!
#NULL!
#NULL!
#NULL!
Talking to each
#NULL!
other and#NULL!
making noise
#NULL!
#NULL!
Making a joke#NULL!
about me so
#NULL!
everyone#NULL!
hears
#NULL!
Only attending
#NULL!
part of the#NULL!
class
#NULL!
#NULL!
Talking to each
#NULL!
other #NULL!
#NULL!
#NULL!
Checking text#NULL!
messages #NULL!
#NULL!
#NULL!
Gossiping and#NULL!
chatting during
#NULL!
lecture#NULL!
#NULL!
Talking to others
#NULL!
#NULL!
#NULL!
#NULL!
Talking
#NULL!
#NULL!
#NULL!
#NULL!
Disrepectful attitude
#NULL!
#NULL!
#NULL!
#NULL!
Talking and not
#NULL!
settling down
#NULL!
#NULL!
#NULL!
Provocative and
#NULL!
challenging
#NULL!
toward #NULL!
me
#NULL!
Chatter, chatter,
#NULL!
chatter #NULL!
#NULL!
#NULL!
Can’t take feedback
#NULL!and gets
#NULL!
nasty with
#NULL!
me
#NULL!
Bringing their#NULL!
child to class
#NULL!
without permission
#NULL!
#NULL!
Have no respect
#NULL!
for authority
#NULL!
#NULL!
#NULL!
Talking loudly#NULL!
during class#NULL!
#NULL!
#NULL!
Talking, talking,
#NULL!
talking #NULL!
#NULL!
#NULL!
Excuses to leave
#NULL!
early #NULL!
#NULL!
#NULL!
On their cell phones
#NULL!
#NULL!
#NULL!
#NULL!
Getting up and
#NULL!
leaving early
#NULL!
#NULL!
#NULL!
Talk during class
#NULL!
#NULL!
#NULL!
#NULL!
Talking and laughing
#NULL! during
#NULL!
class #NULL!
#NULL!
Never on time#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
College of Doctoral Studies
RES-866 SPSS Exercise Resource
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty
and students in a nursing program on incivility. Their key research questions were:
•
How do nursing students and nurse faculty contribute to incivility in nursing education?
•
What are some of the causes of incivility in nursing education?
•
What remedies might be effective in preventing or reducing incivility?
They gathered responses from online surveys with open-ended questions from 36 nursing faculty
and 168 nursing students. Each of the researchers reviewed all comments and organized them by
themes. They noted four major themes of responses:
•
Faculty perceptions of in-class disruption and incivility by students
•
Faculty perceptions of out-of-class disruption and incivility by students
•
Student perceptions of uncivil behaviors by faculty
•
Faculty and student perceptions of possible causes of incivility in nursing education
A total of eight sub-themes were identified among the faculty comments on types of in-class
disruptions. These were the following:
•
Disrupting others by talking in class
•
Making negative remarks/disrespectful comments toward faculty
•
Leaving early or arriving late
•
Using cell phones
•
Sleeping/not paying attention
•
Bringing children to class
•
Wearing immodest attire
•
Coming to class unprepared
© 2013. Grand Canyon University. All Rights Reserved.
Assignment Directions
Initial Analysis
Imagine that you have replicated the Clark and Springer (2007) study with psychology students
from an on-campus undergraduate program (all face-to-face classes). The faculty members are
describing students they have in their psychology classes. You have organized responses from
the 15 faculty who responded regarding in-class disruptions.
Use the SPSS data file Facultycommentsaboutinclassdisruptions.sav to do some initial analysis
of the data.
1. Open the SPSS data file.
2. In data view, notice that columns 1 and 2 contain the comments that were collected. In
column 2, there is a place to enter the numerical code for each theme into which that
comment would fall. Columns 3-5 include the following information: Each faculty
respondent’s ID code, his/her gender code (1=male, 2= female) and his/her number of
years teaching.
3. Go to the variable view, you will see how the codes for gender are entered under the
values column. The same method will be used as you enter the codes for the comment
themes for the second variable. A YouTube video about SPSS coding is available in the
Topic Materials for your reference. To the far right in variable view, under measures, the
proper scale of measurement needs to be entered for each variable. Only years of
teaching is a scale (continuous) variable. All of the others are codes, which are nominal
(categorical) variables.
Coding the Comments and Examining the Frequencies of Each Theme
Column 1 contains brief summaries of each of the different comments that were collected from
the 15 faculty (some faculty gave more than one comment).
1. Code the comments (Hint: generally look for the same themes that Clark and Springer
found, but add anything that may be new or eliminate a theme that does not fit your set of
comments).
2. Assign each of the types of comments a number code (e.g., talking during class = 1;
disrespectful = 2; etc.). Put the code of each comment in the column under the heading
FACULTYCOMMENTCODE just to the right of the comment (that is, it should be in the
same row as the comment).
3. Go to variable view. Go to the row for the second variable. Look under values, and enter
the code value and the meaning of each code. For example, Value box = 1; Label box =
Talking during class. Then, click “add” so the label shows in the box below. Then, put the
next code value (2) in the Value box, its meaning in the Label box, and click “add.”
© 2013. Grand Canyon University. All Rights Reserved.
Continue this until all code values and labels are showing in the larger box. When done,
click “OK.” A YouTube video about SPSS coding is available in the Topic Materials for
your reference.
Analyze the Frequencies of Comments in Each Theme
1. In SPSS, follow the path Analyze→Descriptive Statistics→Frequencies.
2. Select FACULTYCOMMENTCODE and move it to the box on the right (Variables).
The “Display frequency tables” box should be checked.
3. You may want a chart as well. If so, select Chart and then decide on the type. A bar graph
is often useful. Also, you may choose to have the graph show the frequency of each type
of response, or the percentage of all comments that fell into that category. Do this with
the data in the SPSS data file and see what you get. A YouTube video about frequencies
and descriptive statistics is available in the Topic Materials for your reference.
Here is an example of this kind of output using a different, but similar, set of data:
Frequencies
Frequency
Disrupting other by talking in
Percent
20
21.3
11
11.7
9
9.6
Using cell phones
7
7.4
Sleeping/not paying attention
3
3.2
Bringing children to class
1
1.1
Wearing immodest attire
1
1.1
Coming to class unprepared
1
1.1
class
Making negative
remarks/disrespectful
comments toward faculty
Leaving early and arriving
late
Valid
© 2013. Grand Canyon University. All Rights Reserved.
Missing
Total
Total
53
56.4
System
41
43.6
94
100.0
© 2013. Grand Canyon University. All Rights Reserved.
Write-up the Results
A research report is not complete without a written summary of the research findings. To
complete the research report, write a summary of the themes that you identified when analyzing
the faculty comments about in-class disruptions. Include the table and the chart you have created
to show the data graphically/visually.
© 2013. Grand Canyon University. All Rights Reserved.
College of Doctoral Studies
SPSS Access Instructions
SPSS (Statistical Program for the Social Sciences) is a computer program that is the de-facto
standard used by research institutions and universities for the completion of quantitative analysis.
As a doctoral learner, knowledge of quantitative research techniques and the application of these
methods as provided in the application software is a required doctoral competency. Doctoral
learners are required to use SPSS during several courses to complete specific assignments.
Doctoral learners may execute SPSS Base Module and Advanced Statistics in one of two ways.
SPSS Installation on Learner’s PC or MAC
SPSS Base and Advanced Statistics Modules may be installed on a PC or MAC computer. The
combined program is very large so please make sure you have at least 2 GB of available disk
space on your computer. Once the program file is downloaded, you may access SPSS software to
complete classroom assignments and perform quantitative analysis as related to your own
research. Actual installation can be performed in less than five minutes after the file has been
downloaded. However, the initial download may exceed 60 minutes if your Internet connection is
relatively slow. In some instances when the download exceeds 60 minutes, the download may
not complete. Should you experience issues when attempting to download the SPSS file, please
access the SPSS Server (below). Please use the following link to obtain installation instructions
and the program file:
https://dc.gcu.edu/documents/tools/researchtools/statistical-research-folder/spss-resources
All SPSS programs installed on learner computers employ a security activation key which is in
effect for 12 months. Should you receive a message indicating your SPSS software is out of date
or requires a new activation key, simply follow the PC Update or MAC Update instructions. The
update is typically completed in less than five minutes.
SPSS Server Access
The SPSS Server provides a convenient alternative method to access SPSS Base and Advanced
Statistics Program via the Internet. Instead of downloading the entire SPSS program onto your
computer (which can exceed 60 minutes), you may access the SPSS program via the Internet by
downloading a small activation file (in less than five minutes). Once the activation file is
downloaded, you may access SPSS software from any location where you are connected to the
Internet to complete classroom assignments and perform quantitative analysis as related to your
own research. Please use the following link to obtain instructions on how access the SPSS
Server.
•
Instructions: How to access the SPSS Server
Remember that when completing course assignments using the SPSS server, it is necessary to
first download the SPSS data file (.SAV) prior to accessing the SPSS Server. Once the data file
is download to your computer, you can OPEN the file directly from SPSS.
Technical Support
Should you encounter any technical issues when attempting to install SPSS on your computer or
access the GCU SPSS Server, please contact GCU IT Technical Support at 877-428-8447. Hours
of operation: Monday – Friday: 6 AM – Midnight; Saturday and Sunday: 7 AM – Midnight (AZ
time). Should you require assistance using SPSS to perform analysis, please contact your GCU
faculty member.
© 2015. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
FACULTYCOMMENTCODE
FACULTYIDNO
GENDER NUMBERYEARSTEACHING
Being late #NULL!
1
1
4.00
They come to#NULL!
class unprepared 2
1
5.00
They leave early
#NULL!
or arrive late 3
2
5.50
Eating, drinking,
#NULL!
making noises 4
1
12.00
Talking while #NULL!
I’m lecturing
5
2
3.00
Asking stupid#NULL!
questions to interfere
6 with lecture
2
1.00
On their cell phones
#NULL!
7
1
1.00
Getting up and
#NULL!
leaving early
8
1
15.00
Talk during class
#NULL!
9
1
5.00
Talking and laughing
#NULL! during class
10
2
2.00
Getting up in #NULL!
the middle of class11and leaving2
6.00
Talking while #NULL!
I’m lecturing
12
2
5.00
Not paying attention
#NULL!
13
1
25.00
Sleeping
#NULL!
14
2
3.00
On their cell phones
#NULL!
15
1
2.50
Not on time #NULL!
#NULL!
#NULL!
#NULL!
On their phones
#NULL!
#NULL!
#NULL!
#NULL!
Dozing off #NULL!
#NULL!
#NULL!
#NULL!
Talking to each
#NULL!
other and#NULL!
making noise
#NULL!
#NULL!
Making a joke#NULL!
about me so
#NULL!
everyone#NULL!
hears
#NULL!
Only attending
#NULL!
part of the#NULL!
class
#NULL!
#NULL!
Talking to each
#NULL!
other #NULL!
#NULL!
#NULL!
Checking text#NULL!
messages #NULL!
#NULL!
#NULL!
Gossiping and#NULL!
chatting during
#NULL!
lecture#NULL!
#NULL!
Talking to others
#NULL!
#NULL!
#NULL!
#NULL!
Talking
#NULL!
#NULL!
#NULL!
#NULL!
Disrepectful attitude
#NULL!
#NULL!
#NULL!
#NULL!
Talking and not
#NULL!
settling down
#NULL!
#NULL!
#NULL!
Provocative and
#NULL!
challenging
#NULL!
toward #NULL!
me
#NULL!
Chatter, chatter,
#NULL!
chatter #NULL!
#NULL!
#NULL!
Can’t take feedback
#NULL!and gets
#NULL!
nasty with
#NULL!
me
#NULL!
Bringing their#NULL!
child to class
#NULL!
without permission
#NULL!
#NULL!
Have no respect
#NULL!
for authority
#NULL!
#NULL!
#NULL!
Talking loudly#NULL!
during class#NULL!
#NULL!
#NULL!
Talking, talking,
#NULL!
talking #NULL!
#NULL!
#NULL!
Excuses to leave
#NULL!
early #NULL!
#NULL!
#NULL!
On their cell phones
#NULL!
#NULL!
#NULL!
#NULL!
Getting up and
#NULL!
leaving early
#NULL!
#NULL!
#NULL!
Talk during class
#NULL!
#NULL!
#NULL!
#NULL!
Talking and laughing
#NULL! during
#NULL!
class #NULL!
#NULL!
Never on time#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
#NULL!
College of Doctoral Studies
RES-866 SPSS Exercise Resource
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty
and students in a nursing program on incivility. Their key research questions were:
•
How do nursing students and nurse faculty contribute to incivility in nursing education?
•
What are some of the causes of incivility in nursing education?
•
What remedies might be effective in preventing or reducing incivility?
They gathered responses from online surveys with open-ended questions from 36 nursing faculty
and 168 nursing students. Each of the researchers reviewed all comments and organized them by
themes. They noted four major themes of responses:
•
Faculty perceptions of in-class disruption and incivility by students
•
Faculty perceptions of out-of-class disruption and incivility by students
•
Student perceptions of uncivil behaviors by faculty
•
Faculty and student perceptions of possible causes of incivility in nursing education
A total of eight sub-themes were identified among the faculty comments on types of in-class
disruptions. These were the following:
•
Disrupting others by talking in class
•
Making negative remarks/disrespectful comments toward faculty
•
Leaving early or arriving late
•
Using cell phones
•
Sleeping/not paying attention
•
Bringing children to class
•
Wearing immodest attire
•
Coming to class unprepared
© 2013. Grand Canyon University. All Rights Reserved.
Assignment Directions
Initial Analysis
Imagine that you have replicated the Clark and Springer (2007) study with psychology students
from an on-campus undergraduate program (all face-to-face classes). The faculty members are
describing students they have in their psychology classes. You have organized responses from
the 15 faculty who responded regarding in-class disruptions.
Use the SPSS data file Facultycommentsaboutinclassdisruptions.sav to do some initial analysis
of the data.
1. Open the SPSS data file.
2. In data view, notice that columns 1 and 2 contain the comments that were collected. In
column 2, there is a place to enter the numerical code for each theme into which that
comment would fall. Columns 3-5 include the following information: Each faculty
respondent’s ID code, his/her gender code (1=male, 2= female) and his/her number of
years teaching.
3. Go to the variable view, you will see how the codes for gender are entered under the
values column. The same method will be used as you enter the codes for the comment
themes for the second variable. A YouTube video about SPSS coding is available in the
Topic Materials for your reference. To the far right in variable view, under measures, the
proper scale of measurement needs to be entered for each variable. Only years of
teaching is a scale (continuous) variable. All of the others are codes, which are nominal
(categorical) variables.
Coding the Comments and Examining the Frequencies of Each Theme
Column 1 contains brief summaries of each of the different comments that were collected from
the 15 faculty (some faculty gave more than one comment).
1. Code the comments (Hint: generally look for the same themes that Clark and Springer
found, but add anything that may be new or eliminate a theme that does not fit your set of
comments).
2. Assign each of the types of comments a number code (e.g., talking during class = 1;
disrespectful = 2; etc.). Put the code of each comment in the column under the heading
FACULTYCOMMENTCODE just to the right of the comment (that is, it should be in the
same row as the comment).
3. Go to variable view. Go to the row for the second variable. Look under values, and enter
the code value and the meaning of each code. For example, Value box = 1; Label box =
Talking during class. Then, click “add” so the label shows in the box below. Then, put the
next code value (2) in the Value box, its meaning in the Label box, and click “add.”
© 2013. Grand Canyon University. All Rights Reserved.
Continue this until all code values and labels are showing in the larger box. When done,
click “OK.” A YouTube video about SPSS coding is available in the Topic Materials for
your reference.
Analyze the Frequencies of Comments in Each Theme
1. In SPSS, follow the path Analyze→Descriptive Statistics→Frequencies.
2. Select FACULTYCOMMENTCODE and move it to the box on the right (Variables).
The “Display frequency tables” box should be checked.
3. You may want a chart as well. If so, select Chart and then decide on the type. A bar graph
is often useful. Also, you may choose to have the graph show the frequency of each type
of response, or the percentage of all comments that fell into that category. Do this with
the data in the SPSS data file and see what you get. A YouTube video about frequencies
and descriptive statistics is available in the Topic Materials for your reference.
Here is an example of this kind of output using a different, but similar, set of data:
Frequencies
Frequency
Disrupting other by talking in
Percent
20
21.3
11
11.7
9
9.6
Using cell phones
7
7.4
Sleeping/not paying attention
3
3.2
Bringing children to class
1
1.1
Wearing immodest attire
1
1.1
Coming to class unprepared
1
1.1
class
Making negative
remarks/disrespectful
comments toward faculty
Leaving early and arriving
late
Valid
© 2013. Grand Canyon University. All Rights Reserved.
Missing
Total
Total
53
56.4
System
41
43.6
94
100.0
© 2013. Grand Canyon University. All Rights Reserved.
Write-up the Results
A research report is not complete without a written summary of the research findings. To
complete the research report, write a summary of the themes that you identified when analyzing
the faculty comments about in-class disruptions. Include the table and the chart you have created
to show the data graphically/visually.
© 2013. Grand Canyon University. All Rights Reserved.
College of Doctoral Studies
SPSS Access Instructions
SPSS (Statistical Program for the Social Sciences) is a computer program that is the de-facto
standard used by research institutions and universities for the completion of quantitative analysis.
As a doctoral learner, knowledge of quantitative research techniques and the application of these
methods as provided in the application software is a required doctoral competency. Doctoral
learners are required to use SPSS during several courses to complete specific assignments.
Doctoral learners may execute SPSS Base Module and Advanced Statistics in one of two ways.
SPSS Installation on Learner’s PC or MAC
SPSS Base and Advanced Statistics Modules may be installed on a PC or MAC computer. The
combined program is very large so please make sure you have at least 2 GB of available disk
space on your computer. Once the program file is downloaded, you may access SPSS software to
complete classroom assignments and perform quantitative analysis as related to your own
research. Actual installation can be performed in less than five minutes after the file has been
downloaded. However, the initial download may exceed 60 minutes if your Internet connection is
relatively slow. In some instances when the download exceeds 60 minutes, the download may
not complete. Should you experience issues when attempting to download the SPSS file, please
access the SPSS Server (below). Please use the following link to obtain installation instructions
and the program file:
https://dc.gcu.edu/documents/tools/researchtools/statistical-research-folder/spss-resources
All SPSS programs installed on learner computers employ a security activation key which is in
effect for 12 months. Should you receive a message indicating your SPSS software is out of date
or requires a new activation key, simply follow the PC Update or MAC Update instructions. The
update is typically completed in less than five minutes.
SPSS Server Access
The SPSS Server provides a convenient alternative method to access SPSS Base and Advanced
Statistics Program via the Internet. Instead of downloading the entire SPSS program onto your
computer (which can exceed 60 minutes), you may access the SPSS program via the Internet by
downloading a small activation file (in less than five minutes). Once the activation file is
downloaded, you may access SPSS software from any location where you are connected to the
Internet to complete classroom assignments and perform quantitative analysis as related to your
own research. Please use the following link to obtain instructions on how access the SPSS
Server.
•
Instructions: How to access the SPSS Server
Remember that when completing course assignments using the SPSS server, it is necessary to
first download the SPSS data file (.SAV) prior to accessing the SPSS Server. Once the data file
is download to your computer, you can OPEN the file directly from SPSS.
Technical Support
Should you encounter any technical issues when attempting to install SPSS on your computer or
access the GCU SPSS Server, please contact GCU IT Technical Support at 877-428-8447. Hours
of operation: Monday – Friday: 6 AM – Midnight; Saturday and Sunday: 7 AM – Midnight (AZ
time). Should you require assistance using SPSS to perform analysis, please contact your GCU
faculty member.
© 2015. Grand Canyon University. All Rights Reserved.
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