BUSINESS RESEARCH

METHODOLOGY LAB

GURU GOBIND SINGH INDRAPRASTHA

UNIVERSITY
In p a rtia l fu lfilm e n t o f th e req u irem en t fo r th e a w a rd o f th e d e g re e of

BACHELOR OF BUSINESS ADMINISTRATION

Batch 2022-25

SUPERVISED BY: SUBMITTED BY:

Dr. MADHU ARORA YAMIKA ANEJA
( Professor) 11715501722

pg. 1 11 71550 1722 YAMIKA ANE JA 3B

 NEW DELHI INSTITUTE OF MANAGEMENT 61,
TUGHLAKABAD, NEW DELHI
CERTIFICATE

T h is is to c e rtify th a t th e p ra c tic a l title d “ B U S IN E S S R E S E A R C H

M ETH O DO LO G Y- LAB” s u b m itte d B Y Y A M IK A A N E J A T O N E W
D E L H I IN S T IT U T E O F M A N A G E M E N T , G U R U G O B IN D S IN G H
IN D R A P R A S T H A U N IV E R S IT Y in p a rtia l fu lfilm en t o f re q u ire m e n t fo r
th e a w a rd o f th e B A C H E L O R O F B U S IN E S S A D M IN IS T R A T IO N d e g re e
is a n o rig in a l p iec e o f w o rk c a rried o u t u n d e r m y g u id a n c e a n d m a y
b e s u b m itte d fo r e v a lu a tio n .

T h e a s s is ta n c e re n d ere d d u rin g th e s tu d y h a s b e en d u ly
a c k n o w le d g e d . N o p a rt o f th is w o rk h a s b e e n s u b m itte d fo r a n y o th e r
d e g re e .

P la c e : N e w D e lhi Fa c ulty G uid e:

D a te : D r. M ad hu A ro ra

pg. 2 11 71550 1722 YAMIKA ANE JA 3B

 ACKNOWLEDGEMENT

A n y a c c o m p lis h m e n t re q u ire s th e e ffo rt o f m a n y p eo p le a n d th is

w o rk is n o t d ifferen t. R e g a rd le s s o f th e s o u rc e , I w is h to e x p re s s m y
g ra titu d e to th o s e w h o m a y h a v e c o n trib u ted to th is w o rk , e v e n
th o u g h a n o n ym o u s ly.

I w o u ld lik e to p ay my s in c e re th a n k s to my R e s e a rc h
M e th o d o lo g y -L a b fa c u lty D r. M a d h u A ro ra , u n d er th e ir g u id a n c e I w a s
a b le to c o m p le te m y P ra c tic a l s u c c e s s fu lly. I h a v e b e e n fo rtu n a te
e n o u g h to g e t a ll h er s u p p o rt, e n c o u ra g e m e n t a n d g u id a n c e n e e d ed
to e x p lo re , th in k o f n e w a n d in itia te .

M y fin a l th a n k g o e s to m ys e lf, w h o w a s a lw a ys en c o u ra g e d to
p e rs ev ere th ro u g h th is p ro c e s s .

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Y A M IK A A N E J A

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 S.NO. CONTENTS SIGNATURE
Chapter-1 Introduction to SPSS
1.1 Introduction to SPSS
1.2 About SPSS
1.3 Function of SPSS
1.4 Advantages of SPSS
1.5 Disadvantages of SPSS
Chapter-2 Layout of SPSS
2.1 Layout of SPSS
2.2 Components of SPSS
2.3 Variable veiw
2.4 Data veiw
2.5 Histogram
Chapter-3 Entering Data to SPSS
3.1 Research Hypothesis
3.2 Opening File in SPSS
3.3 Steps to Enter Data in
SPSS
Chapter-4 SPSS Lab Exercises
4.1 Split File
4.2 Descriptive: Sum,
Average, Standard
Deviation
4.3 Descriptive
4.4 Multiple Responses
4.5 Cross Tab
4.6 Chi Square
4.7 T Test: One Sample T-
Test
4.8 T Test: Independent
T-Test
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 4.9 T Test: Paired T- Test
4.10 One Way ANOVA
4.11 Post hoc Test
4.12 Repeated Measure
ANOVA
4.13 Correlation
4.14 Regression

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 C H A P T E R -1
IN T R O D U C T IO N
TO SPSS

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 INTRODUCTION

SPSS, which stands for Statistical Package for the Social Sciences, is a powerful
software tool used for statistical analysis in various fields. Originally developed by
Stanford University students in 1968, it has since become one of the most widely
used statistical software packages for researchers, analysts, and social scientists.

Purpose of SPSS: SPSS is designed to help researchers and analysts analyze and
interpret complex data sets. It provides a user-friendly interface that allows users
to perform a wide range of statistical analyses, from basic descriptive statistics to
advanced techniques such as regression analysis, factor analysis, and more. SPSS
is particularly popular in the social sciences, but it is also used in fields such as
healthcare, marketing, finance, and education.

SPSS is a versatile and user-friendly tool that empowers researchers and analysts
to conduct statistical analyses efficiently. Its widespread use in academia, industry,
and various research fields attests to its importance in data analysis and
decision-making processes. Whether you are a beginner or an advanced
statistician, SPSS offers a range of tools to meet your data analysis needs.

SPSS Statistics places constraints on internal file structure, data types, data
processing, and matching files, which together considerably simplify programming.
SPSS datasets have a two-dimensional table structure, where the rows typically
represent cases (such as individuals or households) and the columns represent
measurements (such as age, sex, or household income). Only two data types are
defined: numeric and text (or "string"). All data processing occurs sequentially
case-by-case through the file (dataset). Files can be matched one-to-one and
one-to-many, but not many-to-many. In addition to that cases-by-variables
structure and processing, there is a separate Matrix session where one can
process data as matrices using matrix and linear algebra operations.

SPSS is mainly used in the following areas like healthcare, marketing, and
educational research, market researchers, health researchers, survey companies,

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education research, government, marketing organizations, data miners, and many
others.

It provides data analysis for descriptive statistics, numeral outcome predictions,

and identifying groups. This software also gives data transformation, graphing, and
direct marketing features to manage data smoothly.

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pg. 1 0 1171 55017 22 YAMIKA ANEJA 3B
  User-Friendly Interface:
● SPSS is known for its intuitive and user-friendly interface, making it accessible
to users with varying levels of statistical expertise.
● Menu-driven commands and dialog boxes simplify the process of data entry,
analysis, and result interpretation.

 Data Management:
● Efficient tools for data entry, import, and cleaning, allowing users to handle large
datasets with ease.
● Options for recoding variables, handling missing data, and transforming
variables.

 Statistical Analysis:
● Comprehensive set of statistical procedures for both basic and advanced
analyses.
● Covers descriptive statistics, bivariate and multivariate analysis, regression,
factor analysis, and non-parametric tests.

 Data Visualization:
● Graphical representation tools for creating a variety of charts and plots, such as
histograms, scatterplots, and pie charts.
● Interactive charts that facilitate data exploration and visualization.
 Output and Reporting:
● Generates clear and detailed output reports that include statistical tables, charts,
and summary statistics.
● Output can be easily exported to other formats (e.g., Excel, PDF) for use in
reports and presentations.

 Syntax Language:
● Advanced users can leverage the SPSS syntax language, a command-driven
programming language, to automate analyses and ensure reproducibility.
● Syntax provides a way to replicate complex analyses and perform batch
processing.

 Advanced Statistical Techniques:

● Supports advanced statistical techniques such as cluster analysis, discriminant
analysis, and structural equation modeling.

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 ● Time-series analysis and survival analysis tools for specialized research
applications.

 Survey Research Support:

● S p e c ia lize d fe a tu re s fo r s u rv e y d a ta a n a ly s is , in c lu d in g th e a b ility t o a n a ly ze
c o m p le x s a m p le s u rv ey d a ta a n d c a lc u la te s u rv e y w e ig h t s .

 Data Security and Access Control:

● Allows users to set permissions and access controls to protect sensitive data.
● Encryption features and secure data handling options.

There are two SPSS types:

1.Variable View

2. Data View

Variable View
● Name: It is a column field that accepts a unique ID that helps in sorting the data.

Some of the parameters for sorting data are name, gender, sex, educational

qualification, designation, etc.

● Label: It gives the label and allows you to add special characters.

● Type: It is useful to differentiate the type of data that is being used.

● Width: The length of the characters can be measured here.

● Decimal: It helps us understand how to define the digits required after the decimal

● Value: The user enters the value here.

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 ● Missing: Data that is unnecessary for analysis will be ignored.

● Align: As the name suggests, it is for alignment-left or right.

● Measure: It measures the data that is being entered in the tools, such as cardinal,

ordinal, and nominal.

Data View
The data view is displayed as rows and columns. You can import a file or add data manually.

1. Accessing Data View:

● When you open a dataset or create a new one in SPSS, you will typically start in the

Data View.

● You can switch between Data View and Variable View using the tabs at the bottom

of the SPSS window.

2. Data Entry:

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 ● Data View is where you input and view your actual data. Each row represents a case

or observation (e.g., a participant, a country, etc.), and each column represents a

variable.

● You can directly enter data into cells, similar to working in a spreadsheet.

3. Variable Columns:

● Each column in Data View represents a variable. The top row often contains variable

names.

● You can scroll horizontally to view additional variables if there are more than can fit

on the screen.

4. Numeric and String Data:

● Numeric variables contain numerical data (e.g., age, income), and string variables

contain text data (e.g., names, labels).

● Depending on the variable type, SPSS will enforce appropriate data entry rules.

5. Missing Values:

● You can designate missing values in the cells. SPSS provides codes for different

types of missing data, such as system-missing, user-missing, or defined missing

values.

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6. Sorting and Filtering:

● You can sort the data by one or more variables to arrange it in a specific order.

● Filters can be applied to view only a subset of cases based on specified conditions.

7. Data Cleaning:

● Data View is often used for initial data cleaning tasks, such as identifying and

correcting errors, dealing with missing data, and recoding variables.

8. Cell and Value Labels:

● You can assign labels to variables and values, providing additional information

about the data for documentation and interpretation.

9. Toolbar Operations:

● The toolbar at the top of the Data View provides various operations, such as saving

data, printing, and navigating through cases.

10. Row Numbers:

● The leftmost column displays row numbers, helping you keep track of the order of

cases.

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 ●

SPSS has its own data file format. Other file formats it easily deals with include MS
Excel, plaintext files, SQL, Stata and SAS.

Web analytics data -often downloaded as Excel files- can easily be opened and further
analysedin SPSS.

In real world research, raw data usually need some editing before they can be properly
analysed.Typical examples are creating means or sums as new variables, restructuring
data ordetecting and removing unlikely observations. SPSS performs such tasks -and
more complex

ones with amazing efficiency. For getting things done fast, SPSS contains
manynumericfunctions, string functions, date functions and other handy
routines.

All basic tables and charts can be created easily and fast in SPSS. Typical examples
are demonstrated under Data Analysis. A real weakness of SPSS is that its charts
tend to be uglyand often have a clumsy layout. A great way to overcome this
problem is developing and applying SPSS chart templates. Doing so, however,
requires a fair amount of effort and expertise

SPSS contains all basic statistical tests and multivariate analyses such as

Crosstab Test
Chi-square test
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 ANOVA Test
Correlations and other association measures;
Regression
Non-parametric tests
Factor analysis
Cluster analysis

Saving Data and Output

SPSS data can be saved as a variety of file formats,

including

The options for output are even more elaborate: charts are often copy-pasted as
images in png format. For tables, rich text format is often used because it retains the
tables' layout, fonts and borders Besides copy-pasting individual output items, all
output items can be exported in one gopdf, HTML, MS Word and many other file
formats.

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FUNCTION OF SPSS

1. Data Entry and Management:

● SPSS allows users to enter and manage data in a tabular format.

● It supports various data types, including numeric, string, and date formats.

2. Descriptive Statistics:
● SPSS can generate descriptive statistics such as mean, median, mode, standard
deviation, and range.
● Frequency distributions and cross-tabulations can be easily computed.

3. Graphs and Charts:

● SPSS provides a variety of options for creating graphs and charts, including bar
charts, histograms, scatterplots, and more.
● These visualizations help in exploring and presenting data patterns.

4.Inferential Statistics:
● SPSS supports a wide range of inferential statistical tests, including t-tests, ANOVA,
regression analysis, chi-square tests, and more.
● Users can perform hypothesis testing and assess relationships between variables.

5.Data Transformation:
● SPSS allows users to create new variables, recode existing ones, and transform
data using various mathematical and logical operations.

6.Data Cleaning and Handling Missing Values:

● SPSS provides tools for data cleaning, handling missing values, and identifying
outliers in the dataset.

7.Data Visualization:
● In addition to basic charts, SPSS offers advanced data visualization options,
including 3D charts and interactive graphs.
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 8.Report Generation:
● SPSS allows users to generate customizable reports summarizing analysis results.
● Output can be exported in various formats for further presentation or publication.

9.Database Integration:
● SPSS can connect to various sources, including databases, spreadsheets, and

other data files, facilitating data import and export.

10. Syntax Programming:

● Advanced users can use data the SPSS syntax language to automate and replicate
analyses.

● Syntax scripting allows for greater control and reproducibility of analyses.

11. Advanced Statistical Techniques:

● SPSS supports advanced statistical techniques such as factor analysis, cluster
analysis, and structural equation modeling (SEM).

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ADVANTAGES OF USING SPSS

T h e s ta t is t ic a l a n a ly s is to o l m a k e s it p o s s ib le to im p o rt a n d e xp o rt d a ta files fro m o th er

p ro g ra m s . S o m e o f its d a ta h a n d lin g p ro c ed u res a re e xc ellen t , a s its a b ility to m e rg e file s , n o

m a tte r w h et h e r itis th e s a m e s u b je c ts a n d d iffere n t v a ria b le s o r d iffe re n t s u b je c ts a n d th e

s a m e v a ria b le s , is ex c e lle n t.

In S P S S , u s ers a re n o t fo rc ed to w o rk w ith s y n ta x , e v e n th o u g h s y n t a x file s c a n b e s a v e d a n d

m od ified a s n e ed e d . W h e n th e re a re s a v e d s y n t a x file s , it h e lp s im m en s ely w ith

d o c u m e n ta tio n a n d a ls o g iv e s a n id e a o f h o w t h e n e w v a ria b le s w e re c a lc u la ted a n d h o w

v a lu es th a t w ere m is s in g w e re h a n d le d .

It o ffers re lia b le a n d fa s t a n s w e rs

It ’ s d y n a m ic a n d h a s u s e fu l ta b le s a n d g ra p h s

S in c e it o ffe rs a w id e v a rie ty o f la n g u a g e s , a lo t o f p eo p le c a n a c c e s s

E ffec tiv e d a t a m a n a g em en t

Doesn’ t re q u ire a lo t o f e ffo rt t o s ta rt u s in g th e s o ft w a re

U s e fu l fo r b o t h q u a n tita tiv e a n d q u a lita tiv e d a ta

T h e c h a n c e s o f e rro rs a re litt le w ith S P S S

O n e o f th e e a s ies t s t a tis tic a l to o ls to a n a ly ze d a ta

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 S P S S u s e rs c a n s e le c t th e g ra p h ty p e w h ic h m a tc h e s th e ir d a t a d is trib u tio n
re q u ire m e n t

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DISADVANTAGES OF USING SPSS

O n e o f th e b ig g es t d is a d v a n ta g e s o f u s in g S P S S is th a t y o u c a n n o t u s e it to a n a ly ze a b ig

d a ta s e t. T h e re a re c ert a in fie ld s w h ere t h e re is a h u g e tro v e o f d a ta p res e n t . In s u c h

in d u s trie s , u s in g S P S S m ig h t n o t b e th e b es t o p tio n o u t th e re .

If re s ea rc h ers c o lle c t d a ta u s in g fa u lty or b ia s e d m e th o d s , t h e n th e res u ltin g s ta tis t ic a l

a n a lys is w ill n o t g iv e th e rig h t a n s w ers . If th e g a p b e tw ee n th e s a m p le a n d th e a c tu a l

p o p u la tio n is n e g lig e n t, th en th e re is n o is s u e . B u t if th e d ifferen c e is b ig , t h e n it w ill p ro d u c e

m is le a d in g d a t a .

W h e n re s ea rc h ers d o n o t m e a s u re th e e xa c t th in g th a t t h ey w a n t t o m ea s u re , th e n th e S P S S

a n a lys is w ill n o t fa il.

O n e m o re is s u e w ith u s in g a s ta tis tic a l a n a lys is t o ol s u c h a s S P S S is t h a t it en d s u p g iv in g y ou

s im p lea n s w ers fo r c o m p le x is s u e s .

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 C H A P T E R -2
LA YO U T O F
SPSS

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LAYOUT OF SPSS

The Data Editor window has two views that can be selected from the
lower left hand side of the screen. Data View is where you see the data
you are using. Variable View is where you can specify the format of your
data when you are creating a file or where you can check the format of a
pre-existing file. The data in the Data Editor is saved in a file with the
extension .sav.

The other most commonly used SPSS window is the SPSS Viewer
window which displays the output from any analyses that have been run
and any error messages. Information from the Output Viewer is saved in
a file with the extension .spo. Let’ s open an output file and look at it.
Menu bar Icons Start-up dialog box On the File menu, click Open and
select Output. Select appendixoutput.spo from the files that can be
found at
http://www.uvm.edu/~dhowell/fundamentals7/SPSSManual/SPSSLong
erManual/Data ForSPSS/. (At the moment this set of web pages is the
most recent version whichever of my books you are using.) Click Ok. The
following will appear. The left hand side is an outline of all of the output
in the file. The right side is the actual output. To shrink or enlarge either
side put your cursor on the line that divides them. When the double
headed arrow appears, hold the left mouse button and move the line in
either direction. Release the button and the size will be adjusted.

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COMPONENTS OF SPSS

Step I: Open SPSS and go to the file explorer, select the saved EXCEL file whichconsists manipulated research responses of Google form.

Step II: O n c e a fte r tra n s ferrin g t h e d a t a , t h e d a t a w ill b e c la s s ifie d in t o tw o

ty p e s -D a ta v iew & V a ria b le v ie w b y th e S P S S .

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 VARIABLE VIEW

DATA VIEW

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GRAPHS

● Histogram

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pg. 2 8 1171 55017 22 YAMIKA ANEJA 3B
pg. 2 9 1171 55017 22 YAMIKA ANEJA 3B
pg. 3 0 1171 55017 22 YAMIKA ANEJA 3B
pg. 3 1 1171 55017 22 YAMIKA ANEJA 3B
 CHAPTER-3
ENTERING
DATA TO SPSS

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pg. 3 3 1171 55017 22 YAMIKA ANEJA 3B
Research Hypothesis

S tep I: F irs tly, yo u a re re q u ire d to g iv e a rele v a n t & s u it a b le to p ic to y o u r re s e a rc h th a t

d e term in e s It’ s p u rp o s e.

UNDERSTANDING PURCHASING
PATTERN OF PURFUMES OF
DIFFERENTAGEGROUP.

S tep II: P o in t o u t s o m e s p e c ific o b je c t iv es o f y o u r re s e a rc h .

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S tep III: C re a te a h y p o t h e s is eith er H 0 (N u ll) O R H 1 (A lte rn a te ) b a s e d u p o n th eO b je c tiv e s &
s e le c tiv e c h o ic e o f y o u r a s s u m p tio n .

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Questionnaire
construction(using
Google form)

▶Step 1. Open google form

▶Step 2. Create a questionnaire

▶ Step 3. Edit the Form

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pg. 3 7 1171 55017 22 YAMIKA ANEJA 3B
 ▶ Step 4. Design the Form

▶ Step 5. Share your form with your friends or relatives

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 ▶ Step 7. Analyze Response

https://docs.google.com/forms/d/e/1FAIpQLSee7Q-kdK6oAUZHo_aTIjAdpVYPg02vHrrToD6e0CRf
TkzOd_hrrrrw/viewform?usp=sf_link
pg. 3 9 1171 55017 22 YAMIKA ANEJA 3B
 ●

pg. 4 0 1171 55017 22 YAMIKA ANEJA 3B

 ●

It will look like this after you Apply ( IF Condition) in excel sheet.

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STEPS TO ENTER DATA IN SPS

SPSS (Statistical package for social sciences)

▶G o t o th e o ffic ia l w e b s it e o f IB M (w w w .ib m .c o m ) & d o w n lo a d IB M S P S S

fro m a n y b ro w s er.
▶A ft er d o w n lo a d in g th e file, In s t a ll it in y ou r s y s te m
▶O p en th e S P S S s o ftw a re

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pg. 4 3 1171 55017 22 YAMIKA ANEJA 3B
 (IB M S P S S in te rfa c e )

A ft er d o w n lo a d in g S P S S in c o m p u t er, th e E X C E L d a ta is b e in g tra n s fe rre d t o S P S S s o,it

c a n b ea n a ly ze d & ex p res s in In fo -g ra p h ic s t erm s .

T ec h n iq u e s /T e s ts to b e u s e d fo r a n a ly s is ;

F req u e n c y ta b les & H is to g ra m s

C ro s s ta b s & c h i s q u a re
In d ep e n d e n t s a m p le T -te s t
O n e -w a y A N O V A

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 CHAPTER-4
SPSS LAB
EXERCISES

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DESCRIPTIVE STATISTICS

● FREQUENCY

How much do you typically spend on one perfume/fragrance?

Valid Cumulative
Frequency Percent Percent Percent
1000-200 24 72.7 80.0 80.0
0
2000-300 2 6.1 6.7 86.7
0
3000-400 4 12.1 13.3 100.0
0
Total 30 90.9 100.0
System 3 9.1
Total 33 100.0

Valid Cumulative
Frequency Percent Percent Percent
18 to 28 84.8 93.3 93.3
24
25 to 2 6.1 6.7 100.0
30
Total 30 90.9 100.0
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 System 3 9.1
Total 33 100.0

pg. 4 7 1171 55017 22 YAMIKA ANEJA 3B

In this table the first column lists the labels we assigned to the four levels of this
variable i.e., 1: below 18 and 2: 25 to 30. The Frequency column displays the
frequency of each score (in this case, category). This shows that out of the 30
people, 28 people are between 18 to 24 years old, while the rest 2 people are
between 25 to 30 years old. These frequencies are converted to percentages in the
Percent column i.e., 84.8% for 1 st category, 6.1% for 2nd category. Valid Percent
column shows values 93.3% for 1 st category and 6.7% for 2nd category.

Where do you typically

Valid Cumulative
purchase your Frequency Percent Percent Percent perfumes
Valid The fragrance 7 21.2 23.3 23.3
from shop
The Perfume 11 33.3 36.7 60.0
Shop
Bodyshop 1 3.0 3.3 63.3
online shop 11 33.3 36.7 100.0
Total 30 90.9 100.0
Missin System 3 9.1
g
Total 33 100.0

In this table the first column lists the labels we assigned to the four levels of this
variable i.e., 1: The fragrance shop; 2: The Perfume Shop, 3: Bodyshop and 4:
Online shop. The Frequency column displays the frequency of each score (in this
case, category). This shows that out of the 30 people 7 people purchase from
fragrance shop, 11 people purchase from perfume shop, 1 person purchases from
Bodyshop and the rest 11 people purchases from online shop. These frequencies
are converted to percentages in the Percent column i.e., 21.2% for 1st category,
33.3% for 2nd category, 3.0% for 3 rd category and 33.3% for 4th category. Valid
Percent column shows values 23.3% for 1 st category, 36.7% for 2nd category, 3.3%
for 3rd category and 36.7% for 4 th category.
pg. 4 8 1171 55017 22 YAMIKA ANEJA 3B
 Valid Cumulative
Frequency Percent Percent Percent
Valid Single bottles 19 57.6 63.3 63.3
Gift sets 2 6.1 6.7 70.0
Hampers 1 3.0 3.3 73.3
Deodorants/Body 8 24.2 26.7 100.0
sprays
Total 30 90.9 100.0
How do you Missin System 3 9.1 like
g
purchasing Total 33 100.0 your scents

In this table the first column lists the labels we assigned to the four levels of this
variable i.e., 1: single bottles; 2: gift sets, 3: hampers and 4: deodorants/body
sprays. The Frequency column displays the frequency of each score (in this case,
category). This shows that out of the 30 people 7 people purchase from fragrance
shop, 11 people purchase from perfume shop, 1 person purchases from Bodyshop
and the rest 11 people purchases from online shop. These frequencies are
converted to percentages in the Percent column i.e., 21.2% for 1st category, 33.3%
for 2nd category, 3.0% for 3 rd category and 33.3% for 4th category. Valid Percent
column shows values 23.3% for 1 st category, 36.7% for 2nd category, 3.3% for 3rd
category and 36.7% for 4th category.

pg. 4 9 1171 55017 22 YAMIKA ANEJA 3B

What is your gender

Valid Cumulative
Frequency Percent Percent Percent
Valid male 16 48.5 53.3 53.3
female 14 42.4 46.7 100.0
Total 30 90.9 100.0
Missin System 3 9.1
g
Total 33 100.0

In this table the first column lists the labels we assigned to the four levels of this
variable i.e., 1: male and 2: female. The Frequency column displays the frequency
of each score (in this case, category). This shows that out of the 30 people, 16 are
male and the rest 14 are females. These frequencies are converted to percentages
in the Percent column i.e., 48.5% for 1 st category, 42.4% for 2nd category. Valid
Percent column shows values 53.3% for 1 st category and 46.7% for 2nd category

Which scent(s) do you like best

Valid Cumulative
Frequency Percent Percent Percent
Valid Floral 6 18.2 20.0 20.0
Oriental 1 3.0 3.3 23.3
woody 2 6.1 6.7 30.0
fresh 17 51.5 56.7 86.7
others 4 12.1 13.3 100.0
Total 30 90.9 100.0
Missin System 3 9.1
g
Total 33 100.0

In this table the first column lists the labels we assigned to the four levels of this
variable i.e., 1: floral; 2: oriented, 3: woody, 4: fresh and 5: others. The Frequency
column displays the frequency of each score (in this case, category). This shows

pg. 5 0 1171 55017 22 YAMIKA ANEJA 3B

that out of the 30 people 6 people like floral, only 1 person like oriental, 2 people
like woody, 17 people like fresh and the rest 4 people chose others option. These
frequencies are converted to percentages in the Percent column i.e., 18.2% for 1st
category, 3.0% for 2nd category, 6.1% for 3rd category, 51.5% for 4th category and
12.1% for 5th category. Valid Percent column shows values 20.0% for 1st category,
3.3% for 2nd category, 6.7% for 3rd category, 56.7%% for 4th category and 13.3% for
others.

Which type of perfume do you prefer

Frequenc Valid Cumulative

y Percent Percent Percent
Valid Parfum 10 30.3 33.3 33.3
Eau de Parfum 4 12.1 13.3 46.7
Eau de Cologne 2 6.1 6.7 53.3
Don't know (unsure of 14 42.4 46.7 100.0
the difference)
Total 30 90.9 100.0
Missin System 3 9.1
g
Total 33 100.0

In this table the first column lists the labels we assigned to the four levels of this
variable i.e., 1: parfum; 2: eau de parfum, 3: eau de cologne and 4: don’ t know.
The Frequency column displays the frequency of each score (in this case,
category). This shows that out of the 30 people 10 people prefer parfum , 4 people
prefer eau de parfum , 2 people prefer eau de cologne and the rest 14 people
don’ t know . These frequencies are converted to percentages in the Percent
column i.e., 30.3% for 1st category, 12.1% for 2 nd category, 6.1% for 3rd category
and 42.4% for 4th category. Valid Percent column shows values 33.3% for 1st
category, 13.3% for 2nd category, 6.7% for 3 rd category and 46.7% for 4th category.

How often do you use perfumes/fragrances

pg. 5 1 1171 55017 22 YAMIKA ANEJA 3B
 Frequenc Valid Cumulative
y Percent Percent Percent
Valid often( daily) 13 39.4 43.3 43.3
Sometimes (3 to 5 times 9 27.3 30.0 73.3
a week)
Rarely 2 6.1 6.7 80.0
Only on special 4 12.1 13.3 93.3
occasions
not at all 2 6.1 6.7 100.0
Total 30 90.9 100.0
Missin System 3 9.1
g
Total 33 100.0

In this table the first column lists the labels we assigned to the four levels of this
variable i.e., 1: often(daily); 2: sometimes, 3: rarely, 4: only on special occasions
and 5: not at all. The Frequency column displays the frequency of each score (in
this case, category). This shows that out of the 30 13 people use perfume
often(daily), 9 people use sometimes, 2 people rarely use perfume, 4 people use
only on special occasions and the rest 2 people doesn’ t uses it at all. These
frequencies are converted to percentages in the Percent column i.e., 39.4% for 1st
category, 27.3% for 2nd category, 6.1% for 3 rd category, 12.1% for 4th category and
6.1% for 5th category. Valid Percent column shows values 43.3% for 1 st category,
30.0% for 2nd category, 6.7% for 3 rd category, 13.3%% for 4th category and 6.7% for
others.

pg. 5 2 1171 55017 22 YAMIKA ANEJA 3B

 CRO SSTAB & CH I SQ U ARE TEST

Case Processing Summary

Cases
Valid Missing Total
N Percent N Percent N Percent
What is your gender * How 30 90.9% 3 9.1% 33 100.0%
much do you typically
spend on one
perfume/fragrance
What is your gender * What 30 90.9% 3 9.1% 33 100.0%
is your age
What is your gender * 30 90.9% 3 9.1% 33 100.0%
Where do you typically
purchase your perfumes
from
What is your gender * How 30 90.9% 3 9.1% 33 100.0%
do you like purchasing your
scents
What is your gender * Which 30 90.9% 3 9.1% 33 100.0%
scent(s) do you like best
What is your gender * Which 30 90.9% 3 9.1% 33 100.0%
type of perfume do you
prefer

The Case Processing Summary tells us what proportion of the

observations had non missing values for both . In this case,
there were 3 cases that had a missing value for .
What is your gender * What is your gender * How much do you typically
spend on one perfume/fragrance 2). What is your gender * What is your
age 3). What is your gender * Where do you typically purchase your
perfumes from 4). What is your gender * How do you like purchasing

pg. 5 3 1171 55017 22 YAMIKA ANEJA 3B

your scents 5). What is your gender * Which scent(s) do you like best 6).
What is your gender * Which type of perfume do you prefer.

pg. 5 4 1171 55017 22 YAMIKA ANEJA 3B

What is your gender * How much do you typically spend on one perfume/fragrance

Crosstab
How much do you typically spend
on one perfume/fragrance
3000-4
1000-2000 2000-3000 000 Total
What is your m Count 15 0 1 16
gender a % within What 93.8% 0.0% 6.3% 100.0%
l is your gender
e % within How 62.5% 0.0% 25.0% 53.3%
much do you
typically spend
on one
perfume/fragra
nce
f Count 9 2 3 14
e % within What 64.3% 14.3% 21.4% 100.0%
m is your gender
a % within How 37.5% 100.0% 75.0% 46.7%
l much do you
e typically spend
on one
perfume/fragra
nce
Total Count 24 2 4 30
% within What 80.0% 6.7% 13.3% 100.0%
is your gender
% within How 100.0% 100.0% 100.0% 100.0%
much do you
typically spend
on one
perfume/fragra
nce

■ So here we can conclude that:

62.5% and rest 37.5% of male & females respectively spend Rs
1000 to 2000 on perfume, 100% of female 2000 to 3000 Rs
whereas 25% of male and 75% of female spend 3000 to 4000

pg. 5 5 1171 55017 22 YAMIKA ANEJA 3B

 Rs.

Chi-Square Tests
Asymptotic
Significance
Value df (2-sided)
Pearson Chi-Square 4.386a 2 .112
Likelihood Ratio 5.202 2 .074
Linear-by-Linear 2.942 1 .086
Association
N of Valid Cases 30
a. 4 cells (66.7%) have expected count less than 5. The
minimum expected count is .93.

■ The Pearson Chi-spare indicates that there are no significant

differences between groups, given by the p-value more than 0.05
which is 0.112 therefore we can reject the alternative hypothesis.

What is your gender * What is your age

Crosstab
What is your age
18 to 24 25 to 30 Total
What is your male Count 14 2 16
gender % within What is your 87.5% 12.5% 100.0%
gender
% within What is your 50.0% 100.0% 53.3%
age
female Count 14 0 14
% within What is your 100.0% 0.0% 100.0%
gender
% within What is your 50.0% 0.0% 46.7%
age
Total Count 28 2 30
pg. 5 6 1171 55017 22 YAMIKA ANEJA 3B
 % within What is your 93.3% 6.7% 100.0%
gender
% within What is your 100.0% 100.0% 100.0%
age

■ So here we can conclude that:

50% of male
Chi-Square Tests
and Asymptotic 50% of
Significance Exact Sig. Exact Sig.
Value df (2-sided) (2-sided) (1-sided)
Pearson Chi-Square 1.875a 1 .171
Continuity Correctionb .404 1 .525
Likelihood Ratio 2.639 1 .104
Fisher's Exact Test .485 .276
Linear-by-Linear 1.813 1 .178
Association
N of Valid Cases 30

females are of age 18 to 24 years whereas in age group 25 to

30 years there are only males i.e. 100% .

a. 2 cells (50.0%) have expected count less than 5. The minimum expected count is .93.
b. Computed only for a 2x2 table

pg. 5 7 1171 55017 22 YAMIKA ANEJA 3B

The Pearson Chi-spare indicates that there are no significant differences
between groups, given by the p-value more than 0.05 which is 0.171
therefore we can accept the alternative hypothesis.

What is your gender * Where do you typically purchase your perfumes

from

CROS STA B

Where do you typically purchase your

perfumes from
The The body
fragrance Perfume sho
shop Shop p onlineshop Total
What is your gender m Count 3 5 0 8 16
a % within What is 18.8% 31.3% 0.0% 50.0% 100.0%
l your gender
e % within Where 42.9% 45.5% 0.0% 72.7% 53.3%
do you typically
purchase your
perfumes from
f Count 4 6 1 3 14
e % within What is 28.6% 42.9% 7.1% 21.4% 100.0%
m your gender

pg. 5 8 1171 55017 22 YAMIKA ANEJA 3B

 Chi-Square Tests
Asymptotic
Significance
Value df (2-sided)
Pearson Chi-Square 3.388a 3 .336
Likelihood Ratio 3.846 3 .279
Linear-by-Linear 1.783 1 .182
Association
N of Valid Cases 30
a. 4 cells (50.0%) have expected count less than 5. The
minimum expected count is .47.
a % within Where 57.1% 54.5% 100. 27.3% 46.7%
l do you typically 0%
e purchase your
perfumes from
Total Count 7 11 1 11 30
% within What is 23.3% 36.7% 3.3% 36.7% 100.0%
your gender
% within Where 100.0% 100.0% 100. 100.0% 100.0%
do you typically 0%
purchase your
perfumes from

■ So here we can conclude that:

42.9% and 57.1% of male and female purchase perfume from
fragrance shop respectively . 45.5% and 54.5% of male and female
purchases from perfume shop respectively. Only female purchases
from bodyshop i.e. 100% whereas 72.7% of male and 27.3% of
females purchases from online shop.

pg. 5 9 1171 55017 22 YAMIKA ANEJA 3B

 The Pearson Chi-spare indicates that there are no significant differences
between groups, given by the p-value more than 0.05 which is 0.336
therefore we can accept the alternative hypothesis.

What is your gender * How do you like purchasing your scents

Crosstab
How do you like purchasing your scents
Deodorants
Single Hamper /Body
bottles Gift sets s sprays Total
What is your gender m Count 9 0 0 7 16
a % within What is 56.3% 0.0% 0.0% 43.8% 100.0%
l your gender
e % within How do 47.4% 0.0% 0.0% 87.5% 53.3%
you like
purchasing your
scents
f Count 10 2 1 1 14
e % within What is 71.4% 14.3% 7.1% 7.1% 100.0%
m your gender
a % within How do 52.6% 100.0% 100.0% 12.5% 46.7%
l you like
e purchasing your
scents
Total Count 19 2 1 8 30
% within What is 63.3% 6.7% 3.3% 26.7% 100.0%
your gender
% within How do 100.0% 100.0% 100.0% 100.0% 100.0%
you like
purchasing your
scents

■ here we can conclude that:

47.4% and 52.6% of males and females prefer single bottles of

perumes respectively . only females prefer gifts and hampers of
pg. 6 0 1171 55017 22 YAMIKA ANEJA 3B
 purfumes i.e. 100% whereas 53.3% of males and 46.7% females So
prefer deodarants/body sprays .

Chi-Square Tests
Asymptotic
Significance
Value df (2-sided)
Pearson Chi-Square 7.452a 3 .049
Likelihood Ratio 9.140 3 .027
Linear-by-Linear 2.756 1 .097
Association
N of Valid Cases 30
a. 6 cells (75.0%) have expected count less than 5. The
minimum expected count is .47.

The Pearson Chi-spare indicates that there are significant differences

between groups, given by the p-value less than 0.05 which is 0.049
therefore we can reject the alternative hypothesis.

What is your gender * Which scent(s) do you like best

Crosstab
Which scent(s) do you like best
Orienta fres
Floral l woody h others Total
What is your m Count 0 1 2 9 4 16
gender a % within What is 0.0% 6.3% 12.5% 56.3 25.0% 100.0%
l your gender %
e % within Which 0.0% 100.0% 100.0% 52.9 100.0% 53.3%
scent(s) do you like %
best
f Count 6 0 0 8 0 14
e % within What is 42.9% 0.0% 0.0% 57.1 0.0% 100.0%
m your gender %
a % within Which 100.0% 0.0% 0.0% 47.1 0.0% 46.7%
l scent(s) do you like %
e best
Total Count 6 1 2 17 4 30
pg. 6 1 1171 55017 22 YAMIKA ANEJA 3B
 % within What is 20.0% 3.3% 6.7% 56.7 13.3% 100.0%
your gender %
% within Which 100.0% 100.0% 100.0% 100. 100.0% 100.0%
scent(s) do you like 0%
best

So here we can conclude that :

only females prefer floral perfume whereas only males prefer oriental
and woody perfumes. 52.9% and 47.1% of males and females prefer
fresh perfumes whereas only males chose others option.

Chi-Square Tests
Asymptotic
Significance
Value df (2-sided)
Pearson Chi-Square 12.983a 4 .011
Likelihood Ratio 17.947 4 .001
Linear-by-Linear 6.728 1 .009
Association
N of Valid Cases 30
a. 8 cells (80.0%) have expected count less than 5. The
minimum expected count is .47.

The Pearson Chi-spare indicates that there are significant differences

between groups, given by the p-value less than 0.05 which is 0.011
therefore we can reject the alternative hypothesis.

pg. 6 2 1171 55017 22 YAMIKA ANEJA 3B

What is your gender * Which type of perfume do you prefer

Crosstab
Which type of perfume do you prefer
Eau de Don't know
Parfu Eau de (unsure of the
Parfum m Cologne difference) Total
What is your m Count 5 3 1 7 16
gender a % within What is 31.3% 18.8% 6.3% 43.8% 100.0%
l your gender
e % within Which 50.0% 75.0% 50.0% 50.0% 53.3%
type of perfume
do you prefer
f Count 5 1 1 7 14
e % within What is 35.7% 7.1% 7.1% 50.0% 100.0%
m your gender
a % within Which 50.0% 25.0% 50.0% 50.0% 46.7%
l type of perfume
e do you prefer
Total Count 10 4 2 14 30
% within What is 33.3% 13.3% 6.7% 46.7% 100.0%
your gender
% within Which 100.0% 100.0 100.0% 100.0% 100.0%
type of perfume %
do you prefer

■ So here we can conclude that:

Both males as well as females prefer parfum equally i.e. 50% each .
75% of males and 25% of females prefer eau de parfum respectively
whereas eau de cologne is preferred by both men and females
equally i.e. 50% each .
Chi-Square Tests
Asymptotic
Significance
Value df (2-sided)
Pearson Chi-Square .871a 3 .833
Likelihood Ratio .913 3 .822

pg. 6 3 1171 55017 22 YAMIKA ANEJA 3B

 Linear-by-Linear .068 1 .794
Association
N of Valid Cases 30
a. 5 cells (62.5%) have expected count less than 5. The
minimum expected count is .93.

■ The Pearson Chi-spare indicates that there are no significant differences

between groups, given by the p-value more than 0.05 which is 0.336 therefore
we can accept the alternative hypothesis.

IN D E P E N D E N T S A M P LE T -T E S T

Step I: C h o o s e th e “ Analyze” s e c tio n a t th e to p o f S P S S in te rfa c e , g o to “ compare means”

o p tio n a n d s ele c t In d e p e n d e n t S a m p le T -te s t.

Step II: P u t a ll t h e s c a le v a ria b le s o r D e p e n d e n t v a lu e in “ Test Variable” s e c tio n , a n d d ra g

th en o m in a l fa c t or o f res e a rc h in “ grouping variable” w h ic h c o n s is t o f t w o g ro u p s o n ly .

Step III: p re s s O K to p ro c e ed

pg. 6 4 1171 55017 22 YAMIKA ANEJA 3B

 Group Statistics
What is your Std. Std. Error
gender N Mean Deviation Mean
How often do you use male 16 1.88 1.088 .272
perfumes/fragrances female 14 2.36 1.499 .401

pg. 6 5 1171 55017 22 YAMIKA ANEJA 3B

 Independent Samples Effect Sizes
95% Confidence
Standardizer Point Interval
a Estimate Lower Upper
How often do you use Cohen's d 1.295 -.372 -1.093 .355
perfumes/fragrances Hedges' 1.331 -.362 -1.063 .345
correction
Glass's delta 1.499 -.322 -1.043 .412
a. The denominator used in estimating the effect sizes.
Cohen's d uses the pooled standard deviation.
Hedges' correction uses the pooled standard deviation, plus a correction factor.
Glass's delta uses the sample standard deviation of the control group.

Independent Samples Test

pg. 6 6 1171 55017 22 YAMIKA ANEJA 3B
 Levene's
Test for
Equality
of
Variances t-test for Equality of Means
95%
Confidence
Interval of the
Significance Difference

On Std.
e-Si Mean Error
de Two-Si Differe Differe
F Sig. t df d p ded p nce nce Lower Upper
How Equal 1.86 .18 -1.01 28 .15 .318 -.482 .474 -1.45 .489
often variance 1 3 7 9 3
do you s
use assume
perfum d
es/frag Equal -.996 23.429 .16 .330 -.482 .484 -1.48 .519
rances variance 5 3
s not
assume
d

An independent-samples t-test was conducted to determine whether there

is a difference in usage of perfumes between males and females. The
results indicate a not significant difference between male (M=1.88,
SD=1.088) and female (M=2.36, SD=1.499), [t(28) = -1.017, p = o.159 >
0.05]. The 95% confidence interval of the difference between means
ranged from [-1.453 to 0.489] and it indicate a difference between the
means of the sample. Consequently, we can accept the alternative
pg. 6 7 1171 55017 22 YAMIKA ANEJA 3B
hypothesis.

pg. 6 8 1171 55017 22 YAMIKA ANEJA 3B

 O N E -W A Y A N O V A

Step I: G o t o A n a ly ze s e c t io n in S P S S , o p e n C o m p a re m e a n s a n d s e le c t O n e -w a y A N O V A .

Step II: P u t a ll th e s c a le v a ria b le s o r D e p en d e n t v a lu e in “ Dependent List” s ec tio n ,

a n d d ra g th e n o m in a l fa c to r o f res e a rc h in “ Factor” s e c t io n o n th e b a s is o f w h ic h
re s e a rc h is to b e c o n c lu d ed .

Step III: p re s s O K to p ro c ee d

pg. 6 9 1171 55017 22 YAMIKA ANEJA 3B

 Oneway Annova

How often do you use perfumes/fragrances

Sum of Mean
Squares df Square F Sig.
Between 1.736 1 1.736 1.035 .318
Groups
Within Groups 46.964 28 1.677
Total 48.700 29

ANOVA Effect Sizesa,b

95% Confidence
Point Interval
Estimate Lower Upper
How often do you use Eta-squared .036 .000 .229
perfumes/fragrances Epsilon-squared .001 -.036 .202
Omega-squared .001 -.034 .196
Fixed-effect
Omega-squared Random- .001 -.034 .196
effect
a. Eta-squared and Epsilon-squared are estimated based on the fixed-effect model.
b. Negative but less biased estimates are retained, not rounded to zero.

A one-way ANOVA was performed to compare the effect of frequency of

usage of perfumes on different gender. It revealed that there was no
statistically significant difference in mean exam score between at least

pg. 7 0 1171 55017 22 YAMIKA ANEJA 3B

two groups (F(1, 28) = [1.035], p = 0.318).Therefore we can accept the
alternative hypothesis.

pg. 7 1 1171 55017 22 YAMIKA ANEJA 3B

 C O R R E LA T IO N

Step I: C hoo se the “ Analyze” sec tio n a t the to p o f SP SS interfa ce (1 ) , g o to “ Correlate”

o ptio n (2 )a n dse lec t “ B iva ria te ” (3 )

Step II: P ut a ll the sc a le va ria b les o r D e p end en t v a lue in “ Variables” sec tion (4), a nd se lec t
“ P e a rso n” a sC orre la tio n co effic ient (5 ), a lso “ Tw o -ta iled ” a s Te st o f signific a nc e (6 ). Th en
se le ct“ Fla g sig nifica nt
c orre la tio ns” a t the b o ttom (7 ).

Step III: pre ss O K to p roc ee d

pg. 7 2 1171 55017 22 YAMIKA ANEJA 3B

pg. 7 3 1171 55017 22 YAMIKA ANEJA 3B
REGRESSION

L in e a r reg re s s io n is th e n ex t s te p u p a fte r c o rre la tio n . It is u s e d w h en w e w a n t to

p red ic t th e v a lu e o f a v a ria b le b a s ed o n th e v a lu e o f a n o th e r v a ria b le . T h e v a ria b le
w e w a n t to p red ic t is c a lle d th e d e p en d e n t v a ria b le (o r s o m e tim e s , th e o u tc o m e
v a ria b le ). T h e v a ria b le w e a re u s in g to p re d ic t th e o th er v a ria b le's v a lu e is c a lled th e
in d e p e n d e n t v a ria b le (o r s o m e tim es , th e p red ic to r v a ria b le ). F o r ex a m p le, yo u c o u ld
u s e lin ea r re g res s io n to u n d ers ta n d w h e th e r e xa m p e rfo rm a n c e c a n b e p red ic te d
b a s ed o n re v is io n tim e; w h e th e r c ig a re tte c o n s u m p tio n c a n b e p re d ic te d b a s e d o n
s m o k in g d u ra tio n ; a n d s o fo rth . If yo u h a v e tw o o r m o re in d ep e n d e n t v a ria b le s ,
ra th e r th a n ju s t o n e , y o u n e e d to u s e m u ltip le reg re s s io n .

T h is "q u ic k s ta rt" g u id e s h o w s yo u h o w to c a rry o u t lin e a r re g res s io n u s in g S P S S

S ta tis tic s , a s w ell a s in te rp re t a n d re p o rt th e res u lts fro m th is te s t. H o w e v e r, b ef o re
w e in tro d u c e y o u to th is p ro c e d u re, yo u n e ed to u n d e rs ta n d th e d iffe ren t
a s s u m p tio n s th a t y o u r d a ta m u s t m e et in o rd e r fo r lin e a r re g res s io n to g iv e yo u a
v a lid re s u lt. W e d is c u s s th e s e a s s u m p tio n s n e xt .

Assumptions

When you choose to analyse your data using linear regression, part of the process
involves checking to make sure that the data you want to analyse can actually be
analysed using linear regression. You need to do this because it is only appropriate
to use linear regression if your data "passes" seven assumptions that are required
for linear regression to give you a valid result. In practice, checking for these seven
assumptions just adds a little bit more time to your analysis, requiring you to click a
few more buttons in SPSS Statistics when performing your analysis, as well as think
a little bit more about your data, but it is not a difficult task.

Before we introduce you to these seven assumptions, do not be surprised if, when
analysing your own data using SPSS Statistics, one or more of these assumptions is
violated (i.e., not met). This is not uncommon when working with real-world data
rather than textbook examples, which often only show you how to carry out linear

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regression when everything goes well! However, don’ t worry. Even when your data
fails certain assumptions, there is often a solution to overcome this. First, let’ s take
a look at these seven assumptions:

o Assumption #1: Your dependent variable should be measured at

the continuous level (i.e., it is either an interval or ratio variable). Examples
of continuous variables include revision time (measured in hours), intelligence
(measured using IQ score), exam performance (measured from 0 to 100),
weight (measured in kg), and so forth. You can learn more about interval and
ratio variables in our article: Types of Variable.

o Assumption #2: Your independent variable should also be measured at

the continuous level (i.e., it is either an interval or ratio variable). See the bullet
above for examples of continuous variables.

o Assumption #3: There needs to be a linear relationship between the two

variables. Whilst there are a number of ways to check whether a linear
relationship exists between your two variables, we suggest creating a
scatterplot using SPSS Statistics where you can plot the dependent variable
against your independent variable and then visually inspect the scatterplot to
check for linearity. Your scatterplot may look something like one of the
following:

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 If the relationship displayed in your scatterplot is not linear, you will have to
either run a non-linear regression analysis, perform a polynomial regression or
"transform" your data, which you can do using SPSS Statistics. In our enhanced
guides, we show you how to: (a) create a scatterplot to check for linearity when
carrying out linear regression using SPSS Statistics; (b) interpret different
scatterplot results; and (c) transform your data using SPSS Statistics if there is
not a linear relationship between your two variables.

o Assumption #4: There should be no significant outliers. An outlier is an

observed data point that has a dependent variable value that is very different to
the value predicted by the regression equation. As such, an outlier will be a
point on a scatterplot that is (vertically) far away from the regression line
indicating that it has a large residual, as highlighted below:

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 The problem with outliers is that they can have a negative effect on the
regression analysis (e.g., reduce the fit of the regression equation) that is used
to predict the value of the dependent (outcome) variable based on the
independent (predictor) variable. This will change the output that SPSS
Statistics produces and reduce the predictive accuracy of your results.
Fortunately, when using SPSS Statistics to run a linear regression on your data,
you can easily include criteria to help you detect possible outliers. In our
enhanced linear regression guide, we: (a) show you how to detect outliers using
"casewise diagnostics", which is a simple process when using SPSS Statistics;
and (b) discuss some of the options you have in order to deal with outliers.

o Assumption #5: You should have independence of observations, which you can
easily check using the Durbin-Watson statistic, which is a simple test to run
using SPSS Statistics. We explain how to interpret the result of the
Durbin-Watson statistic in our enhanced linear regression guide.
o Assumption #6: Your data needs to show homoscedasticity, which is where the
variances along the line of best fit remain similar as you move along the line.
Whilst we explain more about what this means and how to assess the
homoscedasticity of your data in our enhanced linear regression guide, take a
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 look at the three scatterplots below, which provide three simple examples: two
of data that fail the assumption (called heteroscedasticity) and one of data that
meets this assumption (called homoscedasticity):

Whilst these help to illustrate the differences in data that meets or violates the
assumption of homoscedasticity, real-world data can be a lot more messy and
illustrate different patterns of heteroscedasticity. Therefore, in our enhanced
linear regression guide, we explain: (a) some of the things you will need to
consider when interpreting your data; and (b) possible ways to continue with
your analysis if your data fails to meet this assumption.

o Assumption #7: Finally, you need to check that the residuals (errors) of the
regression line are approximately normally distributed (we explain these terms
in our enhanced linear regression guide). Two common methods to check this
assumption include using either a histogram (with a superimposed normal
curve) or a Normal P-P Plot. Again, in our enhanced linear regression guide, we:
(a) show you how to check this assumption using SPSS Statistics, whether you
use a

histogram (with superimposed normal curve) or Normal P-P Plot; (b) explain
how to interpret these diagrams; and (c) provide a possible solution if your data
fails to meet this assumption.

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You can check assumptions #3, #4, #5, #6 and #7 using SPSS Statistics.
Assumptions #3 should be checked first, before moving onto assumptions #4, #5,
#6 and #7. We suggest testing the assumptions in this order because assumptions
#3, #4, #5, #6 and #7 require you to run the linear regression procedure in SPSS
Statistics first, so it is easier to deal with these after checking assumption #1 and #2.
Just remember that if you do not run the statistical tests on these assumptions
correctly, the results you get when running a linear regression might not be valid.
This is why we dedicate a number of sections of our enhanced linear regression
guide to help you get this right. You can find out more about our enhanced content
as a whole on our Features: Overview page, or more specifically, learn how we help
with testing assumptions on our Features: Assumptions page.

In the section, Procedure, we illustrate the SPSS Statistics procedure to perform a

linear regression assuming that no assumptions have been violated. First, we
introduce the example that is used in this guide.

This session looks into two kinds of regression

● Bivariate Regression
● Multiple Regression

Bivariate regression is similar to bivariate correlation, because both are designed for
situations in which there are just two variables. Multiple regression, however, was
created for cases in which there are three or more variables. The different kinds of
regression are like correlation, since they are utilized to evaluate the relationship
among variables. This may make you think that regression is another way to
measure correlation, however there are difference in correlation and regression in
their purpose, labeling of variables and the kinds of inferential tests applied.

Following are few scenarios in which we could use Regression Analysis

● The sales manager would like to assess if sales force training results in
reduction in losses.
● The HR manager would like to know if increase in salary leads to low
turnover.

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 The management would like to know if a particular leadership style helps in
●

improving career satisfaction.

● A manager in non-governmental organization would like to know if

community hostility has an impact on project success.

● How much of the variance in life satisfaction scores can be explained by

the following set of variables: servant leadership, career satisfaction, job

satisfaction, internal marketing, and role stress.?
The simplest of regression analysis is called bivariate regression. Two variables are
involved in the bivariate regression. One is the Dependent variable that is to be
predicted, the other is independent variable that explains the variance in the
dependent variable. The purpose of this kind of regression can be either prediction
or explanation; however, bivariate regression is most frequently used to see how well
scores on the dependent variable can be predicted from data on the independent
variable.

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C O N C L U S IO N

In c o n c lu s io n , th e p ro c e s s o f c re a tin g a n d a n a lyz in g th e p ro je c t
file in S P S S h a s p ro v id ed v a lu a b le in s ig h ts in to d a ta
m a n ip ula tio n , s ta tis tic a l a n a lys is , a n d in te rp re ta tio n . T h ro u g h
th is e x p e rie n c e , I h a v e g a in e d a d e e p e r u n d e rs ta n d ing o f th e
a p p lic a tio n 's fu n c tio n a litie s , e n a b lin g m e to e ffe c tiv e ly
o rg a n iz e a n d a n a lyz e d a ta s e ts . T h e p ro je c t h a s n o t o n ly
e n h a n c e d m y te c h n ic a l s k ills in S P S S b u t a ls o im p ro v e d m y
a b ility to d ra w m e a n in g fu l c o n c lu s io ns fro m s ta tis tic a l o u tp u ts .
T h is h a n d s -o n e x p e rie n c e h a s p ro v e n in s tru m e nta l in
tra n s la tin g th e o re tic a l k n o w le d g e in to p ra c tic a l in s ig h ts ,
h ig h lig h tin g th e s ig n ific a n c e o f d a ta -d riv e n d e c is io n -m a k in g in
re s e a rc h a n d a n a ly s is .

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