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Download full textDeke, John; Wei, Thomas; Kautz, Tim – National Center for Education Evaluation and Regional Assistance, 2017
Evaluators of education interventions are increasingly designing studies to detect impacts much smaller than the 0.20 standard deviations that Cohen (1988) characterized as "small." While the need to detect smaller impacts is based on compelling arguments that such impacts are substantively meaningful, the drive to detect smaller impacts…
Descriptors: Intervention, Educational Research, Research Problems, Statistical Bias
Direct linkCheung, Alan C. K.; Slavin, Robert E. – Center for Research and Reform in Education, 2011
The present review examines research on the effects of technology use on reading achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the…
Descriptors: Foreign Countries, Evidence, Elementary Secondary Education, Reading Achievement
Peer reviewedHinkle, Dennis E.; Oliver, J. Dale – Educational and Psychological Measurement, 1983
In this paper, tables for the appropriate sample sizes are presented and discussed in the context that the determination of the effect size must precede the determination of the sample size. (Author/PN)
Descriptors: Effect Size, Research Methodology, Research Needs, Research Problems
Thompson, Bruce – 1999
As an extension of B. Thompson's 1998 invited address to the American Educational Research Association, this paper cites two additional common faux pas in research methodology and explores some research issues for the future. These two errors in methodology are the use of univariate analyses in the presence of multiple outcome variables (with the…
Descriptors: Analysis of Variance, Educational Research, Effect Size, Research Methodology
