Effect Size Use in Studies of Learning Disabilities

The misinterpretation and overuse of significance testing in the social sciences has been widely criticized. This criticism is reviewed, along with several recommendations found in the literature, including the use of effect size measures to enhance the interpretation of significance testing. A revi...

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Bibliographic Details
Published in:Journal of learning disabilities 2003-11, Vol.36 (6), p.490-504
Main Author: Ives, Bob
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child
Clinical Trials as Topic - standards
Correlation analysis
Criticism
Data Interpretation, Statistical
Effect Size
Elementary Secondary Education
Humans
Learning Disabilities
Learning Disorders - rehabilitation
Medical sciences
Methodology. Experimentation
Periodicals
Probability
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Quality Control
Quantitative analysis
Quantitative research
Reproducibility of Results
Research Design
Research Methodology
Research Utilization
Resistance (Psychology)
Sample Size
Significance tests
Social sciences
Social sciences research
Special education
Statistical Analysis
Statistical Significance
Statistics
Techniques and methods
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Summary:The misinterpretation and overuse of significance testing in the social sciences has been widely criticized. This criticism is reviewed, along with several recommendations found in the literature, including the use of effect size measures to enhance the interpretation of significance testing. A review of typical effect size measures and their application is followed by an analysis of the extent to which effect size measures have been applied in three prominent journals on learning disabilities over a 10-year period. Specific recommendations are offered for using effect size measures to improve the quality of reporting on quantitative research in the field of learning disabilities.
ISSN:0022-2194
1538-4780
DOI:10.1177/00222194030360060101