1	Field editing When? Self-administered: when the survey is received Interviewer-administered: at the end of the interview
2	Field editing Are each of the closed-ended questions answered? Are the open-ended questions complete, represent the respondent’s answer? Validate: select a question at random and ask again.
3	Field editing Interviewer records implementation problems, or credibility problems encountered in a journal give to end user or field supervisor
4	Field supervisor Tracks problems across interviewers Decides solutions to problems, for consistency’s sake Keeps the sample book tracks implementation of sample, refusals, non-contacts, any change in plan Tracks interviewer performance
5	Editing Reviewing data for maximum accuracy and minimum ambiguity Legibility of entries Completeness of entries Consistency across items per survey Accuracy Pattern: interviewer bias Pattern: interviewer dishonesty Pattern: reality
6	Editing Centralize editing, Small n: One editor edits all the data for consistency in treatment of problems Centralize editing, Large n: One editor assigned per section of the survey
7	Suggestions for coding Create an easy-to-use coding sheet before collection of data begins Rows for participants, columns for questions (like SPSS Data Editor) Leave a couple extra columns Remember for project: Name and phone number for verification for each participant: random checks later
8	Using your chosen scale Ask the participant each of the questions in coding, account for reverse-coded items sum all items for a single score: the scale becomes ONE VARIABLE (can be used as a metric - interval OR ratio-scaled)
9	Using Data to Create Information Information preponderance of attitude or belief, counting behaviors: frequency Information is relationship or linkage between two or more variables VARIABLE: attributable quantity or quality, anything with indicative variety: height, weight, temperature, gender, political party can be personal variables
10	Using Data to Create Information Can Disease be a variable? Contagious to Noncontagious Sexually transmitted to casually transmitted Life-threatening to non-threatening
11	Using Data to Create Information Study student’s success at CSUS What are possible dependent variables? GPA, Salary after leaving, # of Nobel prizes earned, $ worth of auto What are possible independent variables? Study time, access to old exams, class participation level, average level of intoxication, whether text was purchased
12	Using Data to Create Information Examination of intervening variables Fact: 70% of accidents are caused by 5% of all drivers Inference: A few drivers are Really Bad Introduce intervening variable heavy users: some people drive a lot more miles than the average driver
13	Using Data to Create Information Examination of intervening variables Fact:85% of auto accidents occur within five miles of home Inference: Your neighborhood is Really Dangerous Introduce intervening variable
14	Using Data to Create Information Examination of intervening variables Women business majors have higher GPAs on average than their male counterparts Inference: Women are smarter Introduce intervening variable
15	Using Data to Create Information Tools for inspection of data: the CROSSTABULATION One variable across the top (banner variable) One along the side (stub) Study time vs. GPA Museum Attendance by Age Test significance of pattern: Chi-square
16	Dealing with Statistics Review “fun with symbols” Handout Are two means different? n>30
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18	Is this a fair test? Is the linkage proven? Do other factors not controlled for influence accounting proficiency? How accurate is the test in measuring accounting proficiency? Does success on the test translate to success in Accounting career How do the scores rate historically? What measure of ugliness is used? Is this class a representative one?