An Analysis of Statistical Techniques Used in the Journal of Educational Psychology, 1979-1983

Goodwin, Laura D.; Goodwin, William L.

doi:10.1207/s15326985ep2001_3

Cited by 28 publications

(14 citation statements)

References 13 publications

(8 reference statements)

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“…With respect to the first condition, quantitative L2 researchers would do well to consider following related disciplines such as education and psychology that have moved in recent years away from simple means‐based comparisons and toward multivariate analyses with a strong focus on descriptive statistics and visual displays of data. As Skidmore and Thompson () and others have reported (e.g., Goodwin & Goodwin, ; Kieffer, Reese, & Thompson, ; Willson, ), use of t ‐tests and ANOVAs in those fields has dropped dramatically in recent decades, a shift associated with a simultaneous increase in regression and attributed at least in part to Cohen (; see previous discussion of the GLM).…”

Section: Discussionmentioning

confidence: 96%

Study Quality in Quantitative L2 Research (1990–2010): A Methodological Synthesis and Call for Reform

Plonsky

2014

The Modern Language Journal

141

103

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This article builds on the growing line of inquiry into methodological practices in quantitative second language (L2) research. Specifically, the study uses synthetic techniques to examine changes over time in research and reporting practices. 606 primary reports of quantitative L2 research from two journals—Language Learning and Studies in Second Language Acquisition—were surveyed on different design features, statistical analyses, and data reporting practices. Frequencies and percentages of each feature were then calculated and compared across the 1990s and the first decade of the 2000s to examine changes taking place in the field. The results, while not necessarily representative of all substantive and methodological approaches within the domain of L2 research, indicate numerous changes including increases in sample sizes, delayed posttesting, and the availability of critical data such as effect sizes, reliability estimates, and standard deviations to accompany means. With respect to statistical procedures, the range of analyses has not changed, and the field continues its unfortunate reliance on statistical significance. The findings are grouped according to three themes, which are discussed in light of previous reviews in this and other fields: (a) means‐based analyses, (b) missing data, null hypothesis significance testing, and the “power problem,” and (c) design preferences. The article concludes with an extended call for reform targeting six groups of stakeholders in the field. Most notably, an argument is made for field‐specific methodological standards and enhancements to graduate curricula and training.

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Section: Discussionmentioning

confidence: 96%

Study Quality in Quantitative L2 Research (1990–2010): A Methodological Synthesis and Call for Reform

Plonsky

2014

The Modern Language Journal

141

103

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“…Numerous papers have discussed statistical and research practices in several spheres, including medicine (Kuroki et al, 2009; Casals et al, 2014; Otwombe et al, 2014; Brophy et al, 2015; Akhtar et al, 2016), health services (Wisdom et al, 2012), nursing (Gaskin and Happell, 2014), manufacturing strategies (Chatha et al, 2015), management (Ketchen et al, 2008; Asare et al, 2013), second language learning (Plonsky and Gass, 2011; Plonsky, 2013, 2014), education (Willson, 1980; Goodwin and Goodwin, 1985a,b; Elmore and Woehlke, 1988, 1996, 1998; Hsu, 2005; Zientek et al, 2008; Warne et al, 2012), psychology (Edgington, 1964, 1974; Kruglanski, 1975; Reis and Stiller, 1992; West et al, 1992; Baumberger and Bangert, 1996; Schinka et al, 1997; Bangert and Baumberger, 2005; Kashy et al, 2009; Harlow et al, 2013; Fernández-García et al, 2014; Counsell and Harlow, 2017), and psychology and education jointly (Keselman et al, 1998; Kieffer et al, 2001; Skidmore and Thompson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Current Practices in Data Analysis Procedures in Psychology: What Has Changed?

2018

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This paper analyzes current practices in psychology in the use of research methods and data analysis procedures (DAP) and aims to determine whether researchers are now using more sophisticated and advanced DAP than were employed previously. We reviewed empirical research published recently in prominent journals from the USA and Europe corresponding to the main psychological categories of Journal Citation Reports and examined research methods, number of studies, number and type of DAP, and statistical package. The 288 papers reviewed used 663 different DAP. Experimental and correlational studies were the most prevalent, depending on the specific field of psychology. Two-thirds of the papers reported a single study, although those in journals with an experimental focus typically described more. The papers mainly used parametric tests for comparison and statistical techniques for analyzing relationships among variables. Regarding the former, the most frequently used procedure was ANOVA, with mixed factorial ANOVA being the most prevalent. A decline in the use of non-parametric analysis was observed in relation to previous research. Relationships among variables were most commonly examined using regression models, with hierarchical regression and mediation analysis being the most prevalent procedures. There was also a decline in the use of stepwise regression and an increase in the use of structural equation modeling, confirmatory factor analysis, and hierarchical linear modeling. Overall, the results show that recent empirical studies published in journals belonging to the main areas of psychology are employing more varied and advanced statistical techniques of greater computational complexity.

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“…The framework for the coding was developed by Elmore and Woehlke (1988b). In addition, because of the common practice of including validity and reliability when doing this type of an analysis (see Goodwin & Goodwin, 1985a;Goodwin & Goodwin, 1985b;and Kelly, Sproles, Camp, Hauser, & Kopf, 1989), these categories were included in this investigation analysis (see Table 1). Validity was coded if the authors described procedures used to ensure valid instrumentation.…”

Section: Methods and Pmceduresmentioning

confidence: 99%

“…For example, Shaver and Norton (1980) studied replication and randomness as related to the American Educational Research Journal. Several researchers have identified statistical procedures used in reporting educational research (Goodwin & Goodwin, 1985a, 1985bElmore & Woehlke, 1988a, 1988bWillson, 1980). Other researchers have classified statistical procedures used in educational research as basic, intermediate, or advanced.…”

mentioning

confidence: 99%