Tabulating Survey Results in Excel using EZAnalyze

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Paul Pope Extension Program Specialist – Evaluation Leader – Evaluation & Accountability Collaborative Extension Education 979-845-7202 ppope@tamu.edu

EZAnalyze is an “add-in” for Excel.

That means, once installed, it shows up under the Add-Ins tab on the top menu bar.

EZAnalyze assumes data are entered into Excel in

exactly the way Extension Education has trained faculty to do so!

All operations are incorporated into the pull-downs – no cell ranges to define; no formulas or functions to create!

Overview of EZAnalyze

The AG/NR Agent in Lone Star County conducted a one-day workshop on subsurface drip irrigation (SDI)

Used a short survey for the evaluation

Customer satisfaction

Plans to adopt Level of understanding before vs. after (retrospective post) A few “open-ended” questions (comments)

20 participants completed the survey

Want to measure customer satisfaction and impact of the workshop on level of understanding (hopefully it increased in areas covered).

Case Scenario

The Evaluation Form

Assign (write) a numeric code to each survey form. In this scenario, use 1 – 20.

Coding the Data

Survey ID

Survey ID1

Over sat

Quality

Accuracy

Complete

Timely

Helpful

Create a variable name for each question on the survey Can use spaces in the variable names Descriptive variables names

Preparing to Enter the Data

Survey ID1

q2aq2bq2c

q2dq2e

q2fq2gq2h

• Start with a blank spreadsheet.

• Place your variable names across the first row. This is what EZAnalyze uses for its list of variables in the pull-down menus.

Working with the Spreadsheet

• Can add background color using “fill color” to facilitate data entry

Working with the Spreadsheet

Coding the Data

1 2 3 4 5

• Continue entering surveys until all 20 are in the spreadsheet.

• You now have 20 rows of data (1 row per survey)

• Each column is a variable – this is what you’ll analyze

Entering Data

(For missing values, leave the cell blank)

All pull-down menus (no cell ranges or Excel functions).

Make sure you’re in the Excel sheet with the data when using the menus.

Click on the desired analysis.

Click on the variables you want analyzed.

EZAnalyze will place the results in a new Excel sheet.

Using EZAnalyze

• Describe – for percentage and descriptive statistics such as mean, median,

max, min, etc.• Disaggregate – break down results by categories• Graph – create basic graphs• Advance – run advanced statistical tests such as correlation, t-test, ANOVA• Delete Xtra Sheets – Deletes sheets (results) produced by EZAnalyze

Options within EZAnalyze

• Describe – for percentage and descriptive statistics such as mean, median, max, min, etc.

• Select which option you want.

DESCRIBE

• Click on the variables you want to describe (on the left)

• Click on the stats you want (on the right)

DESCRIPTIVE STATISTICS

• Results are placed in a new Excel sheet (EZA1)

• Statistics you selected are displayed for the variables you selected

• Compare means on level of understanding (before vs. after)

• Entering before and after side-by-side makes the comparison easy to see.

Note: be sure to return to the sheet with your raw data.

PERCENTAGES

• Results are placed in a new Excel sheet (EZA2)

• Percentages are displayed for each variable you selected

• Includes frequency, percent, valid percent, and cumulative percent

• Percent vs. Valid Percent

(use Valid Percent)

PERCENTAGES

Participants were mostly or completely satisfied with the activity overall (Q1). - percent at top level (“completely” (5))- percent at top two levels combined (“completely” (5) or “mostly” (4))

Participants were mostly or completely satisfied with individual elements of the activity (Q2a-j).

- percent at top level (“completely” (5))- percent at top two levels combined (“completely” (5) or “mostly” (4))

Which elements of the activity were participants most satisfied with. (Q2a-j) - comparison of means

Level of understanding increased – using a comparison of before vs. after (Q4a-s)- percent at top level (“excellent” (4))- percent at top two levels combined (“excellent” (4) or “good” (3)) - comparison of means- percent who increased understanding (using a difference variable)

Participants plan to adopt SDI technology (Q3) - percent “definitely” (1) or “probably” (2)

Most participants would recommend another Extension activity on this topic (Q5). - percent “yes” (1)

What Do We Want to Demonstrate?

PERCENT

Question 1• 53% were completely satisfied with

the workshop, overall.• 79% were completely or mostly

satisfied with the workshop, overall.

(52.6+26.3)

Question 2a• 35% were completely satisfied with

the quality of course materials.• 90% were completely or mostly

satisfied with the quality of course materials. (35.0 + 55.0)

PERCENT

Question 3• 41% indicated that they will definitely

adopt SDI.• 94% indicated that they will definitely

or probably adopt SDI. (can use cumulative percent)

Question 4• 20% indicated an “excellent” level of

understanding of basic SDI components before the workshop; increasing to 50% after the workshop.

• 35% indicated an “excellent” or “good” level of understanding of basic SDI components before the workshop; increasing to 100% after the workshop.

PERCENT

Question 5• 95% would attend another activity

on this topic offered by Extension.

MEANS1.

Question 2

(most satisfying elements of the workshop) • Information being accurate • Range of topics covered• Completeness of information given on each topic • Knowledge level of presenters on the subject

(least satisfying elements of the workshop)• Information being new to you

Question 4On a 4-point scale from 1 (Poor) to 4 (Excellent), level of understandingon basic components of SDI increased from 2.35 to 3.50.

PERCENT WITH INCREASED UNDERSTANDING

% Who Increased Using a Difference Variable

• Want to create a difference variable for each before-after item on question 4, where difference = after – before.

• Then run a frequency table on the difference variable. • The percentage for “0” represents “no change.”

• The percentage for all positive numbers represents a positive change (moving up on the scale).

• The percentage for all negative numbers represents a negative change (moving down on the scale). Hopefully there will be none or very few of these.

Delete any emptycolumns between the last variable and the new difference variable (q4a_chg).

• As a direct result of the workshop, almost three-fourths of participants (72%) perceived that their level of understanding of basic SDI components increased.

• 28% moved up 1 step on the scale; 33% moved up 2 steps on the scale; 11% moved up 3 steps on the scale.

• Can repeat this process for q4b – q4s.

TAKING A STEP BACK

• EZAnalyze is worth using just for the ease of producing means and percentages in Excel!

• Use it for that if nothing else (most will). • It will do more (graphs, filtering, advance statistics).

Advanced Statistics• These are inferential statistical tests –

meaning they assume the data represents a sample of the population (rather than a census).

• Bottom line: there is no reason to run these tests unless you collected data from a random sample of your participants. These tests are not applicable to typical evaluations of county programs.

Obtaining EZAnalyze

• Free for educators. • The program and manual must be obtained through the

EZAnalyze web site. Do not distribute or accept a copy of either from someone else.

• Go to www.ezanalyze.com

• Click on the Download button to access the program file and manual. There is just a few questions to answer.

• Follow the installation instructions.

Tabulating Survey Results in Excel using EZAnalyze

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