Premium
A follow‐up power analysis of the statistical tests used in the Journal of Research in Science Teaching
Author(s) -
Woolley Thomas W.,
Dawson George O.
Publication year - 1983
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660200708
Subject(s) - context (archaeology) , statistical analysis , power (physics) , educational research , psychology , mathematics education , research methodology , science education , sociology , statistics , mathematics , population , demography , paleontology , physics , quantum mechanics , biology
It has been two decades since the first power analysis of a psychological journal and 10 years since the Journal of Research in Science Teaching made its contribution to this debate. One purpose of this article is to investigate what power‐related changes, if any, have occurred in science education research over the past decade as a result of the earlier survey. In addition, previous recommendations are expanded and expounded upon within the context of more recent work in this area. The absence of any consistent mode of presenting statistical results, as well as little change with regard to power‐related issues are reported. Guidelines for reporting the minimal amount of information demanded for clear and independent evaluation of research results by readers are also proposed.