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Qualitative research often generates large amounts of data that
must be ethically gathered and analyzed. The use of statistical software such
as the Statistical Package for the Social Sciences (SPSS) can significantly
simplify and enhance the analysis of qualitative research data. In this
assignment, you will consider the ethical issues of qualitative research and
use SPSS to analyze some sample data.
General Requirements:
Use the following information to ensure successful completion of
the assignment:
Download the document
“SPSS Assignment Background and Directions” from the topic
materials.
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.
PSY 850 SPSS
Assignment Background and Directions
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 questions were:
·
How do nursing students and nurse faculty
members 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 nurse
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. Those subthemes were:
·
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
Reference
Clark, C. M., & Springer, P. J. (2007). Thoughts on
incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2),
93-97.
Assignment Directions
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.
Because this qualitative research
study involves human subjects, the researcher must consider the potential
ethical issues involved in conducting the study. The researcher should consider
the following things:
·
The potential researcher/participant and
participant/participant interactions involved in the study.
·
The potential ethical issues surrounding the
researcher/participant and participant/participant interactions involved in the
study.
·
How to mitigate both the ethical issues and harm
to individuals and institutions.
Preliminary Analysis
Complete the following steps to use the SPSS data file
(Faculty Comments Dataset.sav) to do some initial analyses 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. Also note that column 2 contains a place to enter
the numerical code for each theme into which that comment would fall. Columns
3-5 contain each faculty respondent’s ID code, gender code (1=male, 2= female),
and number of years teaching, respectively.
3.
In VARIABLE VIEW, notice how the codes for gender are
entered under the VALUES column. You will use the same method to enter the
codes for the comment themes for the second variable. You will want to review
the videos located in both the topic materials and in the General Guidelines of
the assignment for information on how to do this. Also, note that 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 the others are codes/qualitative.
Coding the Comments
and Examining the Frequencies of Each Theme
Column 1 contains brief summaries of the different comments
that were collected from the 15 faculty (some faculty gave more than one
comment). Code the comments (Hint: generally, look for the same themes that
Clark and Springer found, but add anything that may be new or do not include a
theme that does not fit your set of comments) by completing the following
steps:
1.
Assign each type of comment a number code (e.g.,
talking during class = 1; disrespectful = 2; etc.).
2.
Put the code of each comment in the column headed
FACULTYCOMMENTCODE just to the right of the comment (that is, it should be in
the same row as the comment).
Next, enter the code values and meaning of each code. You
will want to review the videos located in both the topic materials and in the
General Guidelines of the assignment for information on how to do this.
Complete the following steps to enter the code values and meaning of each code:
1.
Switch to VARIABLE VIEW.
2.
Go to the row for the second variable.
3.
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.” Continue this until all code values and labels are showing
in the larger box.
4.
When finished, click “OK.”
Now, analyze the frequencies of comments in each theme. You
will want to review the videos located in both the topic materials and in the
General Guidelines of the assignment for information on how to do this.
Complete the following steps to analyze the frequencies of comments in each
theme:
1.
Go to AnalyzeàDescriptive StatisticsàFrequencies.
2.
Select FACULTYCOMMENTCODE and move it to the box on the
right (Variables). The “Display Frequency Tables” box should be
checked.
3.
Use data in the SPSS data file to create a bar graph by
selecting Chart and then choosing bar graph. Be sure to have the graph show the
frequency of each type of response. Note: you can also display the percentage
of all comments that fell into that category.
Submit the
output tables and graphs with your summary write-up as described below.
Here is an example of this kind of output using a different,
but similar, set of data:
Frequencies
FACULTYCOMMENTCODE
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Disrupting other by talking in class
20
21.3
37.7
37.7
Making negative remarks/disrespectful
comments toward faculty
11
11.7
20.8
58.5
Leaving early and arriving late
9
9.6
17.0
75.5
Using cell phones
7
7.4
13.2
88.7
Sleeping/not paying attention
3
3.2
5.7
94.3
Bringing children to class
1
1.1
1.9
96.2
Wearing immodest attire
1
1.1
1.9
98.1
Coming to class unprepared
1
1.1
1.9
100.0
Total
53
56.4
100.0
Missing
System
41
43.6
Total
94
100.0
Reporting the Demographics
of the Faculty
Every research report requires the researcher to report the
demographic characteristics of the participants. The demographic information
collected depends on the focus of the study. For this study, two key pieces of
demographic information were collected: the gender of the faculty member and
the number of years s/he has been teaching at the college level.
Run an analysis of the data in this SPSS file to summarize
the characteristics of the 15 faculty in your study. You will want to review
the videos located in both the topic materials and in the General Guidelines of
the assignment for information on how to do this. Your analysis should include
the following items:
·
The number of male and female faculty who
responded
·
The mean number of years of college teaching
reported by this group.
·
The standard deviation of years of college
teaching reported by this group.
·
The range (lowest number of years to highest
number of years) of college teaching reported by this group.
Complete the analysis by performing the following steps:
1.
Go to AnalyzeàDescriptive StatisticsàFrequencies.
2.
Observe the frequency of males and females.
3.
Create a chart as well as recording the numbers.
Disregard “missing values” as this is data extraneous to the
analysis; the SPSS system is only looking at the rows where there are comments.
4.
Go to AnalyzeàDescriptive StatisticsàFrequencies.
5.
To determine the years of teaching, move
NUMBERYEARSTEACHING to the right box (Variable(s)).
6.
Select “Statistics,” and then make sure that
mean, std. deviation, minimum, maximum, and range are checked.
7.
Click “Continue.” Then click “OK.”
Values for the mean, standard deviation, minimum, maximum, and range will be
provided to you in a single table. You will also be presented with information
on the frequency of each response, but you probably will not use this if you
have a lot of different answers. However, if you wanted to report your findings
in groups, the frequency output will provide information for grouping. For example,
you might want to report the number of teachers who taught fewer than 5 years
versus the number who had taught 5 or more years. The frequency table would
allow you to do this so that you would not have to count them by hand.
Submit the
output tables and graphs with your summary write-up as described below.
Write-up the Results
Summarize the
results of the data analysis. The summary should include a concise description
of the following:
1.
The means to mitigate potential ethical issues
surrounding to this study.
2.
The themes identified when analyzing the faculty
comments about in-class disruptions.
3.
The demographics of the faculty participants based on
the data collected from the SPSS analyses.
Submit the
SPSS output tables and graphs created in the previous parts of this assignment
as appendices to the summary statement.
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