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How Come So Many Hypotheses In Educational Research Are Supported? (A Modest Proposal)

S. A. Cohen, Joan S. Hyman
Published 1979 · Psychology

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C o h e n (1962), Brewer (1972), and Schmelkin (Note 1) report over 70 percent of published stu­ dies in American Psychological Association, AERA, and Council for Exceptional Children journals lack statistical power. This biased sample represents reports of bet­ ter studies, since countless more research reports remain unpub­ lished or published in journals of "less" repute. The power of a statistic is a mea­ sure of the probability, when the research hypothesis is true, that the predicted results will be observed in the sample. After the fact, power value indicates the chance of finding similar results upon replication. Apparently before the fact, most studies in education lack much chance of detecting their predicted results. So, how come after the fact so many hypotheses in educational research are sup­ ported?
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