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## Using the IDB Analyzer to Analyze ICCS data

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**Table of content**I. Overview • Starting the Analysis Module • Overview of Analysis Methods II. Percentages only III. Percentages and Means IV. Correlations V. Regression VI. Benchmarks VII. Hands-On Training**Starting the Analysis Module**• To start the Analysis Module of the IDB Analyzer, select: Start > Programs > IEA > IDB Analyzer > Analysis Module**Overview of the Analysis Module**• To start the IDB Analyzer Analysis Module choose:Start > Programs > IEA > IDB Analyzer > Analysis Module**Overview of the Analysis Module**Choose file containing the data for analysis**Overview of the Analysis Module**• Percentages and Means • Computes means and standard deviation on continuous variables for specified subgroups, displays percentages of cases within those subgroups • Also computes the appropriate standard errors for those percentages, means and standard deviations**Overview of the Analysis Module**• Percentages Only • Percentages of variables with their BRR standard errors • Computes the percentages of participants within specified subgroups • Computes the appropriate standard errors for those percentages**Overview of the Analysis Module**• Regression • Calculates a multiple linear regression between a dependent variable and a set of independent variables • Computes the regression coefficients and their corresponding standard errors • Can be used to compare means of subgroups and their significance**Overview of the Analysis Module**• Correlations • Calculates correlation coefficients for selected analysis variables and their BRR standard errors**IEA IDB Analyzer – Analysis Module**• Benchmarks • Computes percentages of students within, reaching or surpassing user provided benchmarks (Proficiency Level) of achievement with JRR standard errors for those percentages**Overview of the Analysis Module**• Clear all selections: clears all the settings defined by the user • Selected analysis type • Selected grouping, analysis, dependent, weight and replicate weight variables • Defined output files**Overview of the Analysis Module**Select study variables of interest Search for variable by name or label**Overview of the Analysis Module**Add or remove variables**Overview of the Analysis Module**Applies to all analysis types**Overview of the Analysis Module**Applies to:- Percentages and Means- Regression- Correlations**Overview of the Analysis Module**Applies to: - Regression**Overview of the Analysis Module**Selected automatically when file is opened**Overview of the Analysis Module**Choose the desired number of decimals in the output**Overview of the Analysis Module**Define the location of the output files to be produced**Table of content**I. Overview • Starting the Analysis Module • Overview of Analysis Methods II. Percentages only III. Percentages and Means IV. Correlations V. Regression VI. Benchmarks VII. Hands-On Training**Attendance of religious services**How frequently students attend religious services outside home together with other people? Student Questionnaire, Q35, p. 34Variable of Interest: IS2P35**Percentages Only**• Reproducing Table 4.12 from ICCS2009 International report, the last five columns • Analysis File: merged in the previous step School and Student Background filesC:\ICCS2009\Work\ICG_ISG_INTC2.sav • Analysis Type: “Percentages only” with “Exclude Missing from Analysis” checked • Grouping Variables:IS2P35 – Frequency of religious practices outside home[IDCNTRY] – Country IDs (Pre-selected)**Percentages Only - Settings**C:\ICCS2009\Work\ICG_ISG_INTC2.sav Percentages onlyExclude Missing from Analysis IDCNTRY IS2P35 TOTWGTS JKZONES 1 C:\ICCS2009\Work\Table_4-12.***Percentages Only**• The IDB Analyzer creates SPSS Syntax and starts SPSS • In SPSS Syntax Editor Choose: Run > All**Percentages Only**• As a result the IDB Analyzer creates the following in the working directory (C:\ICCS2009\Work\): • SPSS Syntax file – contains the syntax with the commands (*.sps) • SPSS Data file – contains statistics from the analysis (*.sav) • MS Excel Output file – contains statistics from the analysis (*.xls)**Percentages Only - Excel Output**Variable name and Value Labels Number of students in each group List of countries**Percentages Only - Excel Output**Weighted percentage of students for the groups defined by the grouping variables (IDCNTRY, IS2P35) Total student weight – population estimate of the groups defined by the grouping variables(IDCNTRY, IS2P35)**Percentages Only - Excel Output**Standard error of percentages**Percentages Only - Interpretation**On the average 28% of the students across countries never attend religious services outside home with others. This percentage is highest in Czech republic (70%) and lowest in Indonesia (6.5%).**Table of content**I. Overview • Starting the Analysis Module • Overview of Analysis Methods II. Percentages only III. Percentages and Means IV. Correlations V. Regression VI. Benchmarks VII. Hands-On Training**Distribution of civic knowledge by gender**What is the distribution of students’ civic knowledge in regard with their gender? Reproducing Table 3.13 from ICCS2009 International report, the last five columns Student Questionnaire, Q02, p. 2Variable of Interest: SGENDER**Percentages & Means - Settings**C:\ICCS2009\Work\ICG_ISG_INTC2.sav Percentages and MeansExclude Missing from Analysis IDCNTRY SGENDER PVCIV01-05 TOTWGTS JKZONES 1 C:\ICCS2009\Work\Table_3-13.***Percentages & Means – Excel Output**List of countries defined by the first groping variable (IDCNTRY) Groups of students defined by the second grouping variable (SGENDER) Achievement scores(PVCIV01-05) Number of students in the sample**Percentages & Means – Excel Output**Weighted percentages of students for the groups defined by the grouping variables (IDCNTRY, SGENDER) Total student weight – population estimate of the group defined by the grouping variable(IDCNTRY) Standard error of percentages**Percentages & Means – Excel Output**Standard error of the standard deviation Standard error of the mean of the analysis variable Standard deviation of the analysis variable Mean of the analysis variable (PV5CIV01-05)**Percentages & Means – Interpretation**In all countries girls outperform boys in regard with civic knowledge. These differences are lowest in Guatemala and greatest in Thailand.**Table of content**I. Overview • Starting the Analysis Module • Overview of Analysis Methods II. Percentages only III. Percentages and Means IV. Correlations V. Regression VI. Benchmarks VII. Hands-On Training**Correlation (Pearson)**• Measures the linear relationship between two (continuous) variables • Correlation coefficient r informs us about the strength and direction of this relationship • Scatter plot can give you a first idea if there is a connection between the variables of interest • Correlation coefficient is a sample estimate of a population parameter too! • If we want to know how confident we can be in that value, we need to calculate its standard error that accounts for the complex sampling design**Participation in community**Is the student participation in wider community associated with their civic knowledge? Student Questionnaire, Q14A-F, p. 13Variables of Interest: PARTCOM, PVCIV01-05**Correlations - Settings**C:\ICCS2009\Work\ICG_ISG_INTC2.sav CorrelationsExclude Missing from Analysis IDCNTRY PARTCOM PVCIV01-05 TOTWGTS JKZONES 1 C:\ICCS2009\Work\Correlations.***Correlations – Excel Output**List of Countries Achievement Scores Sum of Weights Mean achievement S.E. of the mean achievement**Correlations – Excel Output**S.E. of the standard deviation of the mean achievement Standard Deviation of Mean Achievement Correlation of the set of PV with itself**Correlations – Excel Output**S.E. of correlation of the set of PV with itself Mean of the analysis variable S.E. of the mean of the analysis variable Analysis variable**Correlations – Excel Output**Correlation between the set of PVs and the analysis variable S.E. of the correlation between the set of PVs and the analysis variable S.E. of the standard deviation of the analysis variable Standard deviation of the analysis variable**Correlations – Interpretation**Most countries show very weak, negative relationship between the participation in community and civic knowledge. However, Latin American countries and Indonesia show moderately strong negative correlation (Guatemala r=-0.28)**Table of content**I. Overview • Starting the Analysis Module • Overview of Analysis Methods II. Percentages only III. Percentages and Means IV. Correlations V. Regression VI. Benchmarks VII. Hands-On Training