Use of Tests of Statistical Significance and Other Analytic Choices in a School Psychology Journal: Review of Practices and Suggested Alternatives.

Autor/inn/en	Snyder, Patricia A.; Thompson, Bruce
Titel	Use of Tests of Statistical Significance and Other Analytic Choices in a School Psychology Journal: Review of Practices and Suggested Alternatives.
Quelle	(1997), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Psychology; Educational Research; Effect Size; Elementary Secondary Education; Research Methodology; Research Reports; Scholarly Journals; School Psychologists; Statistical Inference; Statistical Significance; Test Interpretation; Test Use + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Research report; Forschungsbericht; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Inferential statistics; Schließende Statistik; Test analysis; Testauswertung; Testanwendung
Abstract	The use of tests of statistical significance was explored, first by reviewing some criticisms of contemporary practice in the use of statistical tests as reflected in a series of articles in the "American Psychologist" and in the appointment of a "Task Force on Statistical Inference" by the American Psychological Association (APA) to consider recommendations leading to improved practice. Related practices were reviewed in seven volumes of the "School Psychology Quarterly," an APA journal. This review found that some contemporary authors continue to use and interpret statistical significance tests inappropriately. The 35 articles reviewed reported a total of 321 statistical tests for which sufficient information was provided for effect sizes to be computed, but authors of only 19 articles did report various magnitudes of effect indices. Suggestions for improved practice are explored, beginning with the need to interpret statistical significance tests correctly, using more accurate language, and the need to report and interpret magnitude of effect indices. Editorial policies must continue to evolve to require authors to meet these expectations. (Contains 50 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC