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
Overview of EZAnalyze
 EZAnalyze is an “add-in” for Excel.
 That means, once installed, it shows up under the AddIns 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!
Case Scenario
 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).
The Evaluation Form
Coding the Data
 Assign (write) a numeric code to each survey form.
 In this scenario, use 1 – 20.
1
Survey ID
Preparing to Enter the Data
 Create a variable name for each question on the survey
 Can use spaces in the variable names
 Descriptive variables names
1
Survey ID
Over sat
Quality
Accuracy
New
Easy
Range
Complete
Timely
Helpful
Know
Preparing to Enter the Data
1
Survey ID
q1
q2a
q2b
q2c
q2d
q2e
q2f
q2g
q2h
q2i
Working with the Spreadsheet
• 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
Coding the Data
1
5
1
2
3
4
1
5
2
3
4
5
4
3
2
4
5
5
4
4
4
1
5
4
3
2
4
5
5
4
4
4
Entering Data
• 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
(For missing values, leave the cell blank)
Using EZAnalyze
 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.
Options within 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
DESCRIBE
• Describe – for percentage and descriptive statistics such as
mean, median, max, min, etc.
• Select which option you want.
DESCRIPTIVE STATISTICS
• 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
DESCRIPTIVE STATISTICS
• Compare means on level of understanding (before vs. after)
• Entering before and after side-by-side makes the
comparison easy to see.
PERCENTAGES
 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)
What Do We Want to Demonstrate?

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)
PERCENT

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)
PERCENT
1.
3.
2.
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.
MEAN

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)
MEANS
1.
3.
2.
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.
PERCENT WITH INCREASED UNDERSTANDING

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)
% 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.
% Who Increased Using a Difference Variable
1.
2.
% Who Increased Using a Difference Variable
3.
Delete any empty
columns between the
last variable and the
new difference
variable (q4a_chg).
% Who Increased Using a Difference Variable
4.
% 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.
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.