SPSS EXERCISES
For
Marketing Research Essentials, 4e
Carl McDaniel and Roger Gates
SPSS Exercises prepared by
Joe Cangelosi
University of Central Arkansas
INTRODUCTION TO STUDENTS
SPSS is recognized as one of the leading software packages for statistical analysis. For about the last 5-7 years, it has been packaged with marketing research texts as an ancillary resource. However, there has not been an organized attempt to integrate SPSS with the marketing research course. The objective of these SPSS Exercises is to do just that – integrate the use of SPSS into the Marketing Research course, resulting a significant data management component.
The need for a significant data management component came from several sources. First, the University of Central Arkansas College of Business has a Business Advisory Council, which advises the college with regard to curriculum, recommended that graduates needed stronger data management skills. Second, as Faculty Advisor for the UCA Marketing Club, and a member of the Central Arkansas Professional Chapter of the American Marketing Association, I am hearing from the marketing professionals is that marketing majors need better data management skills. Given the preceding, I decided to develop computer-based exercises using SPSS, with the objective of increasing student proficiency in data analysis and data management.
The SPSS Exercises correspond to the data analysis chapters in McDaniel & Gates, Marketing Research Essentials, 4e. The SPSS Software is very user-friendly, and the mechanics of its use can be integrated into daily class sessions. Lastly, SPSS provides a number of learning resources. Their web site address is
Soft Drink & Beverage Consumption Questionnaire
1.Do you drink soft drinks? _____YES(1) _____NO(0)
If ANO@ go to number 11.
2.What percent of your soft drink consumption is:
a.Drinks with sugar_____%
b.Drinks without sugar (diet)_____%
3.What percent of your soft drink consumption is:
a.Drinks with caffeine_____%
b.Drinks without caffeine _____%
4.What percent of your soft drink consumption is:
a.Your favorite soft drink_____%
b.Your 2nd favorite soft drink _____%
c.Other brands of soft drink_____%
5.On the average how many soft drinks do you consume weekly?
(Use the equivalent of 12 oz. Cans.)______12 oz. Cans
6.What is your favorite soft drink? ______
- Indicate the extent to which you agree or disagree with each of the following statements using the scale below:
strongly strongly
disagree disagree indifferent agree agree
|______|______|______|______|______|
1 2 3 4 5
___a.Soft drinks really give me a lift during the day.
___b.I am hooked on soft drinks.
___c.Diet soft drinks give me a headache.
___d.When I was last on a diet, one of the lifestyle changes I made was not
to drink soft drinks with sugar.
___e.Advertising has nothing to do with my choice of soft drink.
___f.I prefer ice tea to soft drinks.
___g.Soft drink TV commercials have gotten funnier over the past five years.
___h.I think the beer TV commercials are better than the soft drink TV commercials.
___i.Soft drinks are bad for a person=s health.
___j.On an average day, I consumer more ounces of soft drinks than water.
___k.In general, soft drinks taste better than beer.
- Indicate which of the following beverages you would prefer to consume for each of the following occasions:
1=soft drink2=water3=beer4=gatoraide or equivalent
5=ice tea6=mixed drink7=coffee8=other
9=not applicable
_____ a.You just mowed the grass.
_____ b.After working out with weights.
_____ c.After jogging or running.
_____ d.Eating at a formal restaurant.
_____ e.Eating fried catfish, shrimp or other seafood.
_____ f.Eating lobster, crab legs or crawfish.
_____ g.Discussing life with your girl/boy friend or spouse or (to be politically correct) significant other.
_____ h.Having an intellectual discussion about religious beliefs.
_____ i.Having a passionate discussion about passionate things.
_____ j.You just got in from work and want to relax.
9.Using a scale of 1=very inactive, 2=somewhat inactive, 3=somewhat active and 4=very
active, how physically active do you consider yourself? ______
10.Using a scale of 1=very inactive, 2=somewhat inactive, 3=somewhat active and 4=very
active, how socially active do you consider yourself? ______
DEMOGRAPHIC/CLASSIFICATION INFORMATION
11.Ethnic Group:____Caucasian(1) ____African-American(2)
____Asian(3)____ European(4)
____Other(5)
12.Gender: _____Female(1) _____Male(0)
- Classification: ___Freshman(1)___Sophomore(2)
___Junior(3)___Senior(4)
___Grad Student(5)
- Age: ___0-18(1)___19-20(2)___21-22(3)
___23-25(4)___26-30(5)___over 30(6)
THANK YOU VERY MUCH FOR YOUR COOPERATION
Instructions for having the soft drink questionnaire filled out correctly.
- Fill out all questions.
- Percentages in questions 2, 3, and 4 should equal 100%, i.e. if 90% of your soft drink consumption is with sugar, then 10% is without sugar, hence the two percents equal 100%.
3.Question 5 simply requests the number of equivalent 12-ounce cans of soft drink
consumed in an average week.
4.Question 6 simply requests the name of your favorite soft drink. Give only one name.
5.Question 7: just put the number corresponding to the scale in the blank to the left of each statement.
6.Question 8: simply choose your preference from the possibilities listed. Please only indicate only one choice for this question.
7.Questions 9 & 10 are scale questions. The scales range from 1 (very inactive) to 4 (very active). Simply enter a number from 1 to 4 that indicates Ahow active@ you perceive yourself physically (Q9) and socially (Q10).
8.For the demographic questions, (Q11-Q14), simply check one of the choices in each question.
The SPSS Program Template:
Students should understand that there is nothing sacred about the variable names, labels or value labels in the template below. The reason for providing the template is so that when the professor merges the student databases into one large database, there will be consistency in how the database is set up. This is especially critical regarding the computer coding of soft drinks in Question #6, which is an open-ended question.
Provide students with the following template for developing a SPSS database:
Variable Name / Variable Label / Value LabelsQ1 / Do you drink soft drinks / 1=yes 0=no
Q2a / % soft drinks with sugar
Q2b / % soft drinks without sugar
Q3a / % soft drinks with caffeine
Q3b / % soft drinks without caffeine
Q4a / % of soft drinks consumed are favorite soft drink
Q4b / % of soft drinks consumed are 2nd favorite soft drink
Q4c / % of soft drinks consumed are not 1st or 2nd favorite
Q5 / Average weekly consumption of soft drinks (12 oz cans)
Q6 / Name of favorite soft drink / 1=coca cola
2=diet coke
3=pepsi
4=diet pepsi
5=dr pepper
6=diet dr pepper
7=sprite
8=diet sprite
9=7up
10=diet 7up
11=mountain dew
12=diet mountain dew
13=root beer
14=diet root beer
15=orange soda
16=grape soda
17=other
Q7a
Q7b
Q7c
Q7d
Q7e
Q7f
Q7g
Q7h
Q7i
Q7j
Q7k / Soft drinks really give me a lift during the day
I am hooked on soft drinks
Diet soft drinks give me a headache
Last diet – quit sugar soft drinks
Advertising doesn’t affect my choice of soft drink
I prefer ice tea to soft drinks
Soft drink commercials have gotten funnier—past 5 years
Beer TV commercials better than soft drink TV commercials
Soft drinks are bad for a person’s health
On an average day, I consume more ounces of soft drink than water
In general, soft drinks taste better than beer / All of the questions in #7 used the same value labels as follows:
1=strongly disagree
2=disagree
3=indifferent
4=agree
5=strongly agree
Q8a
Q8b
Q8c
Q8d
Q8e
Q8f
Q8g
Q8h
Q8i
Q8j / You just mowed the grass
After working out with weights
After jogging or running
Eating at a formal restaurant
Eating fried catfish, shrimp or other seafood
Eating lobster, crab, or crawfish
Discussing life with your – significant other
Having an intellectual discussion about religious beliefs
Having a passionate discussion about passionate things
Just got in from work and want to relax / All of the questions in #8 used the same value labels as follows:
1=soft drink
2=water
3=beer
4=Gatorade type
5=ice tea
6=mixed drink
7=coffee
8=other
Q9 / How physically active / 1=very inactive
2=somewhat inactive
3=somewhat active
4=very active
Q10 / How socially active / 1=very inactive
2=somewhat inactive
3=somewhat active
4=very active
Q11 / Ethnic group / 1=Caucasian
2=African-American
3=Asian
4=European
5=other
Q12 / Gender / 1=female
0=male
Q13 / Classification / 1=freshman
2=sophomore
3=junior
4=senior
5=graduate student
Q14 / Age / 1=0 to 18
2=19 to 20
3=21 to 22
4=23 to 25
5=26 to 30
6=over 30
SPSS Exercise #1
OBJECTIVE: Machine Cleaning Data – to get students to correct errors made by incorrect entries into the database.
Textbook Reference:Pages 329 to 330 and 331 to 333.
Instructions:
Using the analyze/descriptive statistics/frequencies sequence, produce one-way frequency tables for all of the variables in the database except QNO (questionnaire number).
Inspect very closely the output in each table.
a.Are any of the values in the tables not consistent with the computer coding in the questionnaire? b. Do the percentage totals for questions 2, 3 and 4 equal 100%? You can use the
transform/compute sequence to create arithmetic variables for questions 2, 3, and 4 (Q2a +
Q2b, Q3a + Q3b, and Q4a + Q4b + Q4c).
c.Are the value labels correctly indicated in the output out (you will have value labels for questions 1, 6, 7a-7k, 8a-8j, 9, 10, and all of the demographic questions (questions 11-14). I suggest double-checking Q6, as these are open-ended codes.
Use a table like the one below as an instrument to compile input errors, so that corrections can be made.
Observations/questionnaire number / Variable containing error / Incorrect valueHELPFUL HINTS FOR SPSS Exercise #1:
Instructions concerning machine cleaning using either database alternative:
This questionnaire will have 2 types of errors:
1.The first is the data entry mistake. For instance, a “2” is inputed for male instead of a “0" or some similar type of input typo-mistake. These types of mistakes are easily found upon examination of frequency distributions. Then, by going back to the database, positioning the cursor on the variable with the problem, keying CTRL-F and inputing the error value, the student will be able to locate the case containing the error. The professor will have all of the original questionnaires, and be able to provide the correct responses for students. If using the Website database, the professor can provide the correct responses once students have identified the errors. Note the table above that can be used for error correction.
2.The most common error will be found in questions 2, 3 and 4, where the percentages do not add up to 100%. Again, once students find such errors, the professor can provide the correct responses (website database) or discuss how to handle such an input error (student-created database). To find such errors, students will need to use the Transform/compute sequenceby creating an additional variable. For instance, for question 2, create the variable q2check, which is the result of adding q2a + q2b. If the total equals 100, the question was answered correctly. Otherwise, there is an error.
SPSS Exercise #2
OBJECTIVE:To get students to answer questions based on the results from the frequency
distributions generated from SPSS Exercise #1.
Textbook Reference:Pages 331 to 333.
Answer each of the following questions:
- What percentage of all respondents drink soft drinks?______%
- Produce a table indicating the top 5 favorite brand soft drinks with the percentage of respondents drinking each? Always express the results of your tables in descending order.
For Example:
Brand of Soft Drink / Percentage of RespondentsDr. Pepper / 21.9%
2nd favorite soft drink, etc. / 18.2%
- What percentage of respondents “strongly agree” with question 7a?______%
- What percentage of respondents “strongly disagree” with question 7k?______%
- Produce a table indicating the most popular beverage for each of the questions in question 8. Also indicate the percentage of respondents preferring that particular beverage.
For Example:(Your table will have a most popular beverage for each of the 10 questions.)
Question / most popular beverage / percent preferringyou just mowed the grass / Beer / 75%
After working out with weights / Gatoraide / 82%
- Which is the second most consumed beverage after: % Preferring
a.Mowing the grass ______%
b.working out with weights ______%
c.jogging or running ______%
SPSS Exercise #3
OBJECTIVE:To perform an analysis of the demographic characteristics of your database using frequency distributions generated in SPSS Exercise #1.
Textbook References:Pages 331 to 333, 335 to 338.
Instructions:
1.Evaluate questions #11 through #14. These 4 questions constitute the demographics of the survey.
2.Display the demographic data in a user-friendly format such as tables.
3.For each demographic variable, illustrate the table results using some type of graphic representation of the data (charts, graphs, etc.)
SPSS Exercise #4
OBJECTIVE:This exercise deals with crosstabulation analysis. The objectives are to get students to:
a.perform crosstabulation analysis,
b.correctly read data from the crosstabulation matrix,
c.determine whether or not the sample results can be generalized to the population under study via the use of the chi-square test for independent samples.
Textbook Reference:Pages 333 to 335, and 342 to 353
Instructions:
1.Use the analyze/descriptive statistics/crosstab sequence to obtain crosstab results. In addition, click on the “cell” icon and make sure the observed, expected, total, row, and column boxes are checked. Then, click on the “statistics” icon and check the chi-square box. Once you run the analysis, on the output for the chi-square analysis, you will only need the Pearson chi-square statistic to assess whether or not the results of the crosstab are statistically significant.
2.In this exercise we are assessing whether or not persons who drink soft drinks are different from those that don’t drink soft drinks regarding demographic characteristics. Invoke the crosstab analysis for the following pairs of variables:
a. Q1 & Q11
b.Q1 & Q12
c.Q1 & Q13
d.Q1 & Q14
Answer the following questions:
1.What % of males don=t drink soft drinks? ______%
2.What % of all respondents are female and drink soft drinks? ______%
3.What % of persons not drinking soft drinks are female? ______%
4.Which classification group drinks soft drinks the most?______
5.Which age group drinks soft drinks the most?______
6.Evaluate the chi-square statistic in each of your crosstab tables. Construct a table to summarize the results, similar to the example below.
Variables / Pearson Chi-Square / Degrees of Freedom / ExplanationQ1 & Q11 / 1.67 / 3 / Based on our sample results, we cannot conclude that in the population under study that the tendency to drink or not drink soft varies significantly by ethnic orientation.
Q1 & Q12 / 2.84 / 1 / We can be 90% confident that based on our sample results, that in the population under study that males differ significantly from females in their tendency to consume or not consume soft drinks.
Q1 & Q13
Q1 & Q14
Notes on the Chi-Square Test for Independent Samples: Note the SPSS chi-square output below.
Value / Df / Asymp. Sig. / Exact Sig. / Exact Sig.Pearson Chi-Square
Continuity Correctiona
Likelihood Ratio
Fisher’s Exact Test
Linear-by-Linear
Association
N of Valid Cases / 2.769b
2.338
2.835
2.764
530 / 1
1
1
1 / .096
.126
.092
.096 / .106 / .062
a.computed only for a 2x2 table
b.0 cells (.0%) have expected count less than 5. The minimum expected count is 27.17.
Managerial interpretation of SPSS Chi-Square output: for purposes of determining significant differences in a crosstabulation analysis via the Chi-Square test, use only the highlighted information in the above table, i.e., Pearson Chi-Square/Value/Df/Asymp. Sig.
Purpose: The purpose of the Chi-Square test for “K” independent samples for crosstabulation analysis is to determine if significant differences exist. For example, in the crosstab table above, the question is “based on these sample results, can we generalize to the population under study that males differ significantly from females by likelihood to drink or not drink soft drinks?”
Interpretation:If the Chi-Square test is significant (Asymp. Sig. is not greater than either .10 or .05, i.e., 90% or 95% confidence that in the population a significant relationship exists), then the analyst can use the percentages in the crosstab matrix to determine how much more or less likely males are than females to drink or not drink soft drinks.
SPSS Exercise #5
OBJECTIVE:To invoke the t-test to evaluate differences in the consumption patterns of males
versus females. The t-test (or z-test) compares the means by category groupings, for example males versus females or high income versus low income, and computes the probability that the sample results can be generalized to the population from which the sample was drawn. SPSS calls the categories groupings.
OBJECTIVE: To invoke the 1-Way Analysis of Variance Test (ANOVA) to evaluate differences in
the consumption patterns by Classification (Freshman, Sophomore, Junior, Senior, Graduate Student, Other). The ANOVA test evaluates for significant differences in consumption patterns for more than two categories or groupings. SPSS calls them FACTORS.
Textbook Reference – T/Z-Test:Pages 342 to 353 (See Table 12.12 on page 346)
Instructions:T/Z-Test
Note: In statistics, if a sample has less than 30 observations or cases, then we invoke a T-test. If there are 30 or more cases, then we invoke a Z-test. SPSS calls both a T-test.
Use the analyze/compare means/independent samples t-test sequence to invoke the t-test.
For this exercise we are going to compare male and female soft drink consumption for each of
the following variables:
Q2A - % of soft drink consumption with sugar
Q3A - % of soft drink consumption with caffeine
Q4A - % of soft drink consumption with favorite soft drink
Q5 – weekly soft drink consumption on
Q9 – self-perception of how physically active
Q10 – self-perception of how socially active
SPSS calls the variables being analyzed “test variables.”
The variable we are using to compare responses is the “grouping variable,” in our analysis gender. Under grouping variable, you will need to input the values for male (0) and female (1).
On the output page read across for each variable the line that says “equal variances assumed.” Notice the significance (Sig.) associated with the “F” test (variances) and “T” test (means). If this value is less than or equal to .10 (90% confidence), then we conclude that either the means and/or variances are significantly different.
Questions To Answer: T-Test