Educational Psychology from a Statistician's Perspective [electronic resource] : A Review of the Quantitative Quality of Our Field / Jason W. Osborne, William R. Christianson, II and Jason S. Gunter.
The goal of this study was to assess the statistical health of educational psychology literature, both current and past, to: (1) determine the range of effect sizes observed in the current literature (1998-1999); (2) determine the range of observed (or a posteriori) power in the current literature;...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2001.
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MARC
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| 100 | 1 | |a Osborne, Jason W. |0 http://id.loc.gov/authorities/names/n2007034384 |1 http://isni.org/isni/0000000117829665. | |
| 245 | 1 | 0 | |a Educational Psychology from a Statistician's Perspective |h [electronic resource] : |b A Review of the Quantitative Quality of Our Field / |c Jason W. Osborne, William R. Christianson, II and Jason S. Gunter. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2001. | ||
| 300 | |a 14 pages. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). |5 ericd. | ||
| 520 | |a The goal of this study was to assess the statistical health of educational psychology literature, both current and past, to: (1) determine the range of effect sizes observed in the current literature (1998-1999); (2) determine the range of observed (or a posteriori) power in the current literature; (3) compare these two statistics to that of the discipline in past years (1939 and 1969); (4) assess the proportion of articles from each of those years reporting testing assumptions of statistical tests, effect size, or power; and (5) assess the reliability of measures used in this research. In all, 55 from 1969 and 96 from the current period were included in these analyses. Results were encouraging, suggesting that most educational psychology research encounters at least moderate (d=0.50) effect sizes, with average power (0.73) that is increasing over that observed in 1969. However, with only 36% of educational psychology studies showing acceptable levels of power (0.80 according to Cohen), only 17% reporting effect sizes, only 8% reporting testing assumptions of statistical tests, and only 2% reporting power, there is still a great deal of room for improvement in the field. (Author/SLD) | ||
| 650 | 1 | 7 | |a Educational Psychology. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 1 | 7 | |a Effect Size. |2 ericd. |
| 650 | 0 | 7 | |a Literature Reviews. |2 ericd. |
| 650 | 1 | 7 | |a Power (Statistics) |2 ericd. |
| 650 | 0 | 7 | |a Reliability. |2 ericd. |
| 650 | 1 | 7 | |a Research Reports. |2 ericd. |
| 650 | 1 | 7 | |a Scholarly Journals. |2 ericd. |
| 650 | 1 | 7 | |a Statistics. |2 ericd. |
| 700 | 1 | |a Christianson, William R. |b II. | |
| 700 | 1 | |a Gunter, Jason S. | |
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