CATE422 Computer Applications Technology-2 Questions Solutions

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Instructions for Phases 2 & 3

The purpose of this phase of the PAT is to:

• design, create and administer a suitable questionnaire/survey to gain relevant insights from respondents in terms of the task; and
• create and use a suitably designed database and spreadsheet to analyse the data from the questionnaire/survey.

Creating a questionnaire and conducting a survey

To collect data and information that will help answer your research questions and that you may not find in other documented sources, you need to create an electronic questionnaire. It needs to be skilfully and appropriately designed to ensure the easy and appropriate answering of questions as well as accurate importing/capturing and processing of data and information.

Remember that your survey needs to gather data that will help to answer the research questions.

1. The questions in the questionnaire should help you to gather data/information regarding peoples’ perceptions or experiences (i.e. data/information not likely to be found in other sources, for example opinions and preferences).

Brainstorm some topics whereby you can get feedback from people through a questionnaire regarding your specific focus question (from Phase 1). For some ideas look at the examples on p.14.

2. Think of the options available to you in terms of how you are going to administer the questionnaire to at least 25 respondents, trying to reach a cross-section of people in terms of age, gender, et cetera. This can be done by:
   • creating a questionnaire in a word processor and either e-mailing it (or placing a link online) or getting different people in your school to answer them (saved under different file names). Note that the questionnaire must first be created in a word processor (to be handed in even if it is ultimately going to be conducted online);
   • printing and distributing copies of the questionnaire; OR
   • creating an online version of the questionnaire you created using a word processor or by using an online tool such as an editable PDF document, Google Forms, SurveyMonkey, etc.
3. Formulate at least 5 questions, excluding biographical data (i.e. name, gender, age, area), as follows:
   • Ensure that all the questions are relevant and provide answers to questions that cannot be found in other sources.
   • Try to create questions where people can choose an answer from a list of possible answers (i.e. closed questions) as the responses to this type of question are often easier to record and process.
   • Keep in mind that the processing of the data from these questions will be done in either a spreadsheet or a database. Design your questions so that they produce the appropriate data needed to answer the research questions.
   • Only include biographical data in your processing if it is relevant to the information needed to answer the research questions.
4. Design the layout of the questionnaire while bearing the following in mind:
   • It must suit the way in which it will be administered, for example, use content controls/form fields to enable respondents to complete the questionnaire electronically and for you to easily save the data/information.
   • The questionnaire should be easy to interpret, with appropriate headings and clear instructions for users.
   • Related questions should be grouped together under relevant headings.
   • It must consist of a maximum of one page.
   • You need to use professional formatting and layout (for example appropriate word processing) techniques.
   • It is a good idea to get other Students to ‘test’ your survey to see whether it is easy. Remember that you should have at least 25 respondents. You need to store the completed questionnaires in an appropriate folder under Phase 2. In the case of an online survey, the results of these surveys must be downloaded and saved in an appropriate folder under Phase 2.

Hard copy questionnaires also need to be stored safely, preferably by scanning them and saving them in electronic format.

Using the data from the questionnaire together with data from other sources

• Identify data suitable for spreadsheet processing
• Identify data suitable for database processing
• Identify data from external sources that can be used in the spreadsheet or database.

Example:

One of your research questions may be to find out how people use instant messaging in the workplace, daily or academic lives.

You designed some questions for your questionnaire to help you to answer this research question, for example:

• Do you store passwords on your mobile device? Your respondents may choose one of the following answers (1) Yes, encrypted, OR (2) Yes, without encryption OR (3) No (4) I don’t know.

• You could perform various calculations using the data from your questionnaire, which gives you information from your respondents (e.g. how many users within your sample group store encrypted passwords on their devices.
• You may want to compare these statistics with information about how people use instant messages to communicate with their employers/employees, lecturers/students, Lecturers/ Students, friends and family, as well as business such as banks, airlines, travel agents, etc., locally, nationally or internationally. Use data from the internet or other sources that has been processed already.
• Using these two sets of data may allow you answer some of your research questions. Spreadsheets are better at processing ‘number’ data, so you will not repeat the calculation of  these percentages/differences, etc., in the database again.
• You are NOT required to obtain large amounts of external data, but rather to use some of the data already gathered. Decide on which of the data you have gathered will be better suited for processing in a spreadsheet and which of the data would be better suited for analysis and queries in a database.

• in this same questionnaire you may want to find out how people are affected by instant messaging, and you may have included a question such as:

• On a scale from 1 to 5, indicate how you feel about receiving numerous and constant instant messages.
  1 = has no negative impact   and      5 = has a huge negative impact

• Although this data could be obtained from the same questionnaire, it would be processed using a different application as it is not number data you are looking for.
• You may wish to consider including more questions in your questionnaire to improve the quality of your research.
• Biographical data should only be used in the processing if it adds to the quality of your research in a meaningful way.

Process and analyse data in a spreadsheet

You now need to process and analyse all data (such as the number of people affected, as well as questionnaire data, et cetera) that may require the use of a spreadsheet and worksheets within the spreadsheet. Use data suitable for spreadsheet processing, INCLUDING but NOT ONLY, data from the survey.

5. Create a spreadsheet with a meaningful file name and save it in an appropriate subfolder in the Phase 2 folder.
6. Capture/Import/Copy any suitable data you sourced in Phase 1 that you need to process AND the data from your questionnaire to this spreadsheet.

Ensure that:

• only relevant, appropriate data from the questionnaire/survey data is captured; and
• there are no processing errors/error indicators (formatting errors or inconsistencies) in the data.

7. Design and format the spreadsheet with a good, user-friendly layout so that it is easy to read and interpret the data using appropriate formatting techniques.
   • make sure the row and column headings/labels stand out, for example, and that they are formatted differently to other data;
   • use consistent colour, borders, wrapping and styles to format the spreadsheet; and
   • ensure that the formatting makes it easy for anybody to interpret the data/results.
8. Use filtering or sorting as needed on the data as well as formulas and/or functions to process data and answer any data-related questions posed in Phase 1 (at least ONE from EACH level given on the next page):

LEVEL	EXAMPLES OF FORMULAS/FUNCTIONS
	Simple functions that only use/include a single cell range, for example Sum, MAX, MIN, COUNT, AVERAGE, MODE, MEDIAN, LEN, VALUE or a formula using any of the arithmetic operators ( +, – ,*, / )
‚	Functions that include a cell range and one other parameter/condition, for example ROUND, LARGE, SMALL, LEFT, RIGHT, CONCATENATE, COUNTIF, SUMIF or Calculations using a combination of arithmetic operators and brackets OR Calculations using a combination of any two simple functions from level 
ƒ	Functions that include a cell range plus two parameters/conditions, for example POWER, MID, FIND, COUNTIFS, SUMIFS, ROUNDUP, RANDBETWEEN or a simple IF-function or any of the DATE and TIME functions or Any combination of more than two functions of arithmetic operators, brackets and other functions
„	A LOOKUP or nested IF-function or functions not specified in the CAT CAPS curriculum

Figure 13:  Levels of complexity of spreadsheet functions

NOTE:       No marks will be awarded for functions that do not produce meaningful or relevant information. In other words, you must be able to use the information obtained from these formulas and functions as findings or partial findings and conclusions in your final report.

If you are unsure of the level of functions, consult your Lecturer.

Indicate to your Lecturer if you have used features/functions not in the curriculum.

The types and complexities of spreadsheet functions and formulas needed are specified in more detail in the Assessment Instruments.

9. Summarise the results that you will use in the report on a separate worksheet within the same spreadsheet.
10. Create appropriate, meaningful graphs in your spreadsheet program that you will be able to use in your report to substantiate/support other information, claims or arguments, as follows:
    • Apply the skills that you have learnt in CAT and Mathematics/Mathematical Literacy when creating the graphs.
    • Use appropriate types of graphs, made understandable with appropriate legends, axis titles, data labels and other options, etc.
    • Ensure that the graphs are easy to read and interpret.
    • You must have at least two relevant graphs, although more graphs might be useful.

NOTE: You must be able to use the information obtained from these formulas, functions and graphs as findings or partial findings and conclusions in your final report.

11. Save the spreadsheet in your Phase 2 folder. Make sure that you use an appropriate file name.

Process and analyse data in a database

To enable further analysis of data and information you need to capture appropriate, relevant data in a database so that you can create queries and reports to support/substantiate the discussion of the problem or the recommendations/solutions.

12. Create a database with a meaningful file name and save it in an appropriate subfolder
    in the Phase 2 folder.
13. You need to create a table containing at least 5 fields to store data relevant to the tasks (for example other sources you identified in Phase 1 and from the survey) as follows:

• At least one table must be created with suitable data for a database (NOT a direct import from the spreadsheet). Use only the data from your survey which is suitable for the database as you have already used different data in your spreadsheet.
• The table must contain at least 5 fields.
• All fields must have an appropriate/meaningful name and a suitable/meaningful description.
• Make sure that all fields contain single data units (for example separate fields for Name and Surname).

14. Use of appropriate components/properties to ensure/promote accurate data capturing where appropriate, as follows:

• All text fields must be set to appropriate sizes.
• There must be at least one appropriate/meaningful validation rule and validation text.
• There must be at least one appropriate/meaningful list/combo box.
• There must be at least one appropriate/meaningful input mask.

15. Capture/Import/Copy at least 20 relevant records into the table. Ensure that:

• only relevant, appropriate data is added/captured, and
• there are no formatting errors or inconsistencies in the data.

16. Create queries (at least THREE) that will provide information that is meaningful or relevant to the task to process data and answer any data-related questions posed in Phase 1. Your queries (overall) need to show FOUR different levels of complexity, as follows:

LEVEL	COMPLEXITY OF QUERY
	Only fields with 1 simple criterion (for example ‘X’, >X, =X, not ‘X’, Is Null)
‚	One field with combined criteria using conditions and relational operators (for example ‘X’ or ‘Y’, >1 and <10 or ranges such as ‘Between 1 and 10’) OR One field with criterion including wild cards (‘*’ or ‘?’)
ƒ	Simple calculated field using arithmetic operators ( +, – ,*, / ) OR Date and time functions/calculations
„	Complex calculated field (for example SUM, MIN, MAX, AVG, COUNT) OR Queries that use Grouping OR Queries that use logical (IIF) or text functions OR Advanced functions that are not in the CAT CAPS curriculum

Figure 14:  Levels of complexity of database queries

NOTE:     No marks will be awarded for calculations in queries that do not produce meaningful or relevant information. In other words, you should be able to use the information obtained from these calculations as findings or partial findings and conclusions in your final report.

If you are unsure of the complexity levels of your queries, consult your Lecturer.

Indicate to your Lecturer if you have used features/functions not in the curriculum.

17. Create a database report (at least ONE) which will provide information that is meaningful
    or relevant to the task to process data and answer any data-related questions posed in Phase 1.

Your report must:

• be sorted according to at least one field;
• be grouped appropriately on at least one field;
• contain at least one meaningful calculation using a function in the report footer/group section.

NOTE:     You must be able to use the information obtained from these queries and report(s) as findings and conclusions in your final report.

Continue working on the report

18. Copy the report from Phase 1 to the relevant Phase 2 folder, if you have not done so already, and continue working on this report by adding your graphs under the Findings You will need to expand this section (and other sections) in Phase 3.

Hand-in for Phase 2

Once you have completed Phase 2 of the project:

19. Submit a copy of your entire PAT folder to your Lecturer. The following should be in your Phase 2 folder:

• The original questionnaire you designed
• A minimum of 25 completely answered questionnaires, saved in an appropriate folder under Phase 2. If you sent out your questionnaire using electronic media such as Google forms or Survey Monkey, save a copy of the responses, If you used hardcopy questionnaires they need to be scanned and saved in electronic format.
• The completed spreadsheet with the analysis of the data, including graphs
• The completed database with relevant queries and report(s)
• Your updated report with your graphs added under the Findings section

Copy the report from this phase (Phase 2) to the relevant Phase 3 folder.

NOTE:

Your Lecturer will give you the date on which to submit your Phase 2 work for assessment. If you are unable to meet the deadline set, you will need to provide a valid reason.

12. Instructions for Phase 3

The purpose of this phase of the PAT is to:

• interpret data and information, combine and remix the information to show your own understanding and insight and to answer the focus question;
• complete the report by using good word processing principles and techniques; and
• create a website using HTML that takes into consideration appropriate layout, readability and other usability issues.

Report

In order to communicate the knowledge and insight that you have gained, as well as the recommendations/solutions to the problem, you need to continue working on the report that you created in Phases 1 and 2 and add your findings and solutions. Use the data and information from Phase 2 and the understanding and insight that you have gained through your investigation to complete the report. Your report should, as a guide, consist of approximately 1 600 – 2 000 words (content only, excluding cover page, table of contents, references and graphics).

Your report needs to be, as a guide, 6 – 8 pages long with the following sections:

• A cover page
• An introduction
• Discussion and analysis
• The findings and conclusions
• Any appendices that are needed

NOTE:

You should use the graphs and database queries that you generated to enhance the discussion, analysis and findings in your report.

Suitable headings must appear in these sections. The categories, created in Phase 1, now become headings.

1. Copy the report from Phase 2 to the relevant Phase 3 folder (if not done already).
2. Note that over and above any specific instructions below, you need to apply the word processing skills you have learnt to produce a professional document. Take note of the style guide in Appendix B and the notes on Referencing below:

REFERENCING

• Using the information in Phase 1, add an automatically generated reference list/bibliography using the features of your word processor. Ensure sources used are referenced clearly and appropriately.
• All the information you need should be found in the (summary) documents you created in Phases 1 and 2.
• Any graphics from other sources must be acknowledged clearly and appropriately.
• Automatic, appropriate captions must be inserted correctly for all tables/figures.
• Make sure that you do not plagiarise and use citations and/or footnotes appropriately using a referencing style such as Harvard or APA.

NOTE:     Your report must be written in your own words, except where information is correctly cited/acknowledged). You will be heavily penalised if you copy and paste large sections of text directly from the internet or any other source. Plagiarism is completely unacceptable. Be original and creative!

3. Complete the cover page.

• You should have added a cover page in Phase 1. Ensure that you have a professional-looking, well-structured cover page using appropriate content controls, with:
• Your name and surname
• The name of your higher education institute
• The module name
• The PAT topic you chose
• Now add a meaningful abstract/extract in a suitable content control.

An abstract is a brief summary (3–4 lines as a guideline) of the contents of the report. After reading the abstract, readers should be aware of the content of the report so that they can, at a glance, know whether or not they wish to read the full report.

Note that the abstract is not an introduction to, but rather an overview of the content and purpose of the report and should include a very brief mention of the findings.

TIP:       You are advised to re-check your abstract after you have completed the report.

4. Add an automatic table of contents and table of figures.

• Add a provisional, automatically generated table of contents and table of figures once you have decided on the styles you are going to use for your headings.
• Remember to update these tables once you have completed the report.

5. Write your introduction.

• Give a clear overview and focus of the original problem.
• Cleary state the focus and purpose of the investigation, pointing out which aspects you investigated.
• Make sure you do not add any additional, unnecessary information.

TIP:     Consider your task definition and focus question when compiling your introduction but do not simply use them verbatim.

6. Discussion and Analysis.

• You already have some headings added to your report, but you may need to add additional headings and subheadings to the report as this will allow you to group the relevant information together in a logical fashion.
• Add information from Phases 1 and 2 (summaries, questionnaire, spreadsheet and database) and all information/data/graphics (tables, graphs, charts, pictures) as needed. Make sure the data and information added is relevant to the investigation.
• Adding hyperlinks:
• Hyperlinks/Bookmarks must be used to navigate to other websites and external documents, for example the spreadsheet and database from Phase 2.
• Hyperlinks to these external data/information sources must be easy to locate and recognise/’understand’.

7. Formulating your findings.

• You need to formulate as least THREE appropriate claims, arguments or findings that are appropriate and relevant to the investigation (as guided by your focus question).
• All these claims, arguments and findings must be:
• answers to your focus question and research questions
• supported by relevant, appropriate data/information/graphs/diagrams, etc.
• meaningful explanations of how or why the evidence supports these findings; and
• drawn from information presented in the report and address the original problem statement/focus in light of the evidence presented.

8. Formulating your conclusion(s).

Your conclusion(s) must:

• be meaningful and logical, and
• address the original problem statement/focus in light of the evidence presented.

The conclusion(s) should NOT contain new information that is not researched.

9. Once you have completed the report, do a final check in terms of the formatting and references covered in point 2 and remember to update the tables of contents and figures.

Website

In order to share the knowledge and insight you have gained with a broader audience you need to create a website. This will serve as a ‘summarised, visual’ version of your report. Do not simply repeat the entire report in HTML format.

10. Create a website with a home page linked to at least two other webpages.
    Save it and all associated images in the relevant subfolder in your Phase 3 folder, using meaningful file names.
11. Your website should include at least the following:

• A title
• An introduction
• A functional navigation system
• Good quality information about the topic/your investigation, that is factually correct. The information should be structured for a website, using appropriate principles and techniques, such as headings, paragraphs, lists, horizontal lines, et cetera.
• Graphics and/or images
• Hyperlinks to other good quality information where appropriate. These could also be the websites that you identified in Phase 1 as potential sources of information.

12. Ensure that your website is well laid out, readable and has a consistent appearance. It should be easy to skim/scan the website and to find important information.
13. Different elements/parts of the pages must be clearly distinguishable.
14. Graphics/Images should be relevant to the topic or purpose of the site, enhance understanding, display correctly and be of a high quality. They must be appropriately sized and cropped. It should also take into account visually impaired users.
15. Use good Standard English and ensure there are no spelling or grammar mistakes.
16. Acknowledge information and graphics used from other sources appropriately.

• The following link on how to insert a citation in word processing may be helpful:

https://support.microsoft.com/en-us/office/create-a-bibliography-citations-and-references-17686589-4824-4940-9c69-342c289fa2a5

• The following link on how to insert a citation in a website may be helpful:

http://bit.ly/WebsitesHarvardReferencingGuide

Hand-in for Phase 3

Once you have completed this phase of the project, submit a copy of your entire PAT folder to your Lecturer: The following should be in your Phase 3 folder:

• The word processing report you completed in this phase.
• The website you created in this phase (home page linked to at least two other web pages) together with any resources needed for the website (graphics, et cetera).

Note:     You also need to complete and hand in the final declaration (Appendix C).

Your Lecturer will give you the date on which to submit your Phase 3 work for assessment. If you are unable to meet the deadline set, you will need to provide a valid reason.