The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Statistical Practices of Educational Researchers: An Analysis of Their ANOVA, MANOVA, and ANCOVA Analyses
Open accessAbstract
Articles published in several prominent educational journals were examined to investigate the use of data analysis tools by researchers in four research paradigms: between-subjects univariate designs, between-subjects multivariate designs, repeated measures designs, and covariance designs. In addition to examining specific details pertaining to the research design (e.g., sample size, group size equality/inequality) and methods employed for data analysis, the authors also catalogued whether (a) validity assumptions were examined, (b) effect size indices were reported, (c) sample sizes were selected on the basis of power considerations, and (d) appropriate textbooks and/or articles were cited to communicate the nature of the analyses that were performed. The present analyses imply that researchers rarely verify that validity assumptions are satisfied and that, accordingly, they typically use analyses that are nonrobust to assumption violations. In addition, researchers rarely report effect size statistics, nor do they routinely perform power analyses to determine sample size requirements. Recommendations are offered to rectify these shortcomings.
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Citations
Cites
Use of Ranks in One-Criterion Variance Analysis
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Cited by
Statistical methods in psychology journals: Guidelines and explanations.
Wilkinson, L., & Task Force on Statistical Inference (1999) · American Psychologist · doi:10.1037/0003-066x.54.8.594 · Cited by 2,791
Non-normal data: Is ANOVA still a valid option?
Blanca, M., Alarcón, R., Arnau, J., Bono, R., & Bendayan, R. (2017) · Psicothema · doi:10.7334/psicothema2016.383 · Cited by 1,624
“One-way analysis of variance (ANOVA) or F-test is one of the most common statistical techniques in educational and psychological research (Keselman et al., 1998; Kieffer, Reese, & Thompson, 2001).”
InfluentialWhy Psychologists Should by Default Use Welch’s t-test Instead of Student’s t-test
Delacre, M., Lakens, D., & Leys, C. (2017) · International Review of Social Psychology · doi:10.5334/irsp.82 · Cited by 1,037
Modern robust statistical methods: An easy way to maximize the accuracy and power of your research.
Erceg-Hurn, D. M., & Mirosevich, V. M. (2008) · American Psychologist · doi:10.1037/0003-066x.63.7.591 · Cited by 959
Kline, R. B. (2015) · Basic and Applied Social Psychology · doi:10.1080/01973533.2015.1049349 · Cited by 460
A probability-based measure of effect size: Robustness to base rates and other factors.
Ruscio, J. (2008) · Psychological Methods · doi:10.1037/1082-989x.13.1.19 · Cited by 398
Plonsky (2013) · doi:10.1017/s0272263113000399 · Cited by 347
The analysis of repeated measures designs: A review
Keselman, H. J., Algina, J., & Kowalchuk, R. K. (2001) · British Journal of Mathematical and Statistical Psychology · doi:10.1348/000711001159357 · Cited by 306
Self-citationSato, M., & Loewen, S. (2018) · Language Learning · doi:10.1111/lang.12283 · Cited by 195
Promoting good statistical practices: Some suggestions
Kirk, R. E. (2001) · Educational and Psychological Measurement · doi:10.1177/00131640121971185 · Cited by 184
Research methods and data analysis procedures used by educational researchers
Hsu, T. (2005) · International Journal of Research & Method in Education · doi:10.1080/01406720500256194 · Cited by 74
Jackson, D. L. (2010) · Rehabilitation Psychology · doi:10.1037/a0020462 · Cited by 65
Gorji, S. M., Mohammadi Nia Samakosh, H., Watt, P., Henrique Marchetti, P., & Oliveira, R. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19052694 · Cited by 58
Spatial ability at two scales of representation: A meta-analysis
Wang, L., Cohen, A. S., & Carr, M. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.10.006 · Cited by 55
The Impact of APA and AERA Guidelines on effect size reporting
Peng, C.-Y. J., Chen, L.-T., Chiang, H.-M., & Chiang, Y.-C. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9218-2 · Cited by 46
Metadata
- Authors
- Keselman, H. J., Huberty, C. J., Lix, L. M., Olejnik, S., Cribbie, R. A., Donahue, B., Kowalchuk, R. K., Lowman, L. L., Petoskey, M. D., Keselman, J. C., & Levin, J. R.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1998
- Volume
- 68
- Issue
- 3
- Pages
- 350
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2115050143
- Cited by
- 627
- References
- 8
- FWCI
- 57.75
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
