1. Tabulating Survey Results in Excel using EZAnalyze Paul Pope Extension Program Specialist – Evaluation Leader – Evaluation & Accountability Collaborative Extension Education 979-845-7202 ppope@tamu.edu Paul Pope Extension Program Specialist – Evaluation Leader – Evaluation & Accountability Collaborative Extension Education 979-845-7202 ppope@tamu.eduppope@tamu.edu

2.  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

3.  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

4. The Evaluation Form

5.  Assign (write) a numeric code to each survey form.  In this scenario, use 1 – 20. Coding the Data Survey ID 1

6. 1 Over sat Quality Accuracy New Easy Range Complete Timely Helpful Know  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

7. Survey ID 1 q1 q2a q2b q2c q2d q2e q2f q2g q2h q2i

8. 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

9. Can add background color using “fill color” to facilitate data entry Working with the Spreadsheet

10. Coding the Data 12345 12345 5 4 3 2 4 5 5 4 4 4 1

11. 5 4 3 2 4 5 5 4 4 4 1

12. 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)

13.  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

14. 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

15. Describe – for percentage and descriptive statistics such as mean, median, max, min, etc. Select which option you want. DESCRIBE

16. Click on the variables you want to describe (on the left) Click on the stats you want (on the right) DESCRIPTIVE STATISTICS

17. Results are placed in a new Excel sheet (EZA1) Statistics you selected are displayed for the variables you selected DESCRIPTIVE STATISTICS

18. Compare means on level of understanding (before vs. after) Entering before and after side-by-side makes the comparison easy to see. DESCRIPTIVE STATISTICS

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

20. 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

21.  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) - 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?

22.  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) - percent “definitely” (1) or “probably” (2)  Most participants would recommend another Extension activity on this topic (Q5). - percent “yes” (1) PERCENT

23. 1.PERCENT 2. 3.

24. 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)

25. 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.

26. PERCENT Question 5 95% would attend another activity on this topic offered by Extension.

27.  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) - percent “definitely” (1) or “probably” (2)  Most participants would recommend another Extension activity on this topic (Q5). - percent “yes” (1) MEAN

28. MEANS 1. 2. 3.

29. MEANS 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 4 On a 4-point scale from 1 (Poor) to 4 (Excellent), level of understanding on basic components of SDI increased from 2.35 to 3.50.

30.  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) - percent “definitely” (1) or “probably” (2)  Most participants would recommend another Extension activity on this topic (Q5). - percent “yes” (1) PERCENT WITH INCREASED UNDERSTANDING

31. % 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.

32. % Who Increased Using a Difference Variable 1.2.

33. % Who Increased Using a Difference Variable 3. Delete any empty columns between the last variable and the new difference variable (q4a_chg).

34. % Who Increased Using a Difference Variable 4.

35. % Who Increased Using a Difference Variable 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.

36. 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).

37. 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.

38. 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.