On Why Many Hypotheses in and on the Interpretation of Educational Research are Supported Sample Effect Sizes
A Comment
Bibliographic Data
| ID | 9730911 |
|---|---|
| Authors | Louis M Hsu (Fairleigh Dickinson University, corresponding author) |
| Year | 1980 |
| Volume | 9 |
| Issue | 5 |
| Pages | 6-8 |
| Publication date | 1980-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x009005006 |
| OpenAlex | W2051991333 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
Econometrics · Educational research · Interpretation (philosophy · Mathematics education · Sample (material · Academic and Historical Perspectives in Psychology · Computer Science · Evaluation and Performance Assessment · Mathematics · Psychology
The statistical power of abnormal-social psychological research
How Come So Many Hypotheses in Educational Research are Supported? (A Modest Proposal)
At random
On the Power of Statistical Tests in the American Educational Research Journal
American Educational Research Journal, 1964-1968
On Appropriate Uses and Interpretations of Power Analysis
Statistical Power Analysis and Research Results
The test of significance in psychological research
Consequences of prejudice against the null hypothesis
The file drawer problem and tolerance for null results
| Citations per year | 0.04 |
|---|---|
| Citation span | 1998 - 1998 (1) |
| Highly cited | No |