scholarly journals Erratum to: A Robust Effect Size Index

Psychometrika ◽  
2020 ◽  
Author(s):  
Simon Vandekar ◽  
Ran Tao ◽  
Jeffrey Blume
Keyword(s):  
Effect Size ◽  
Size Index ◽  
Effect Size Index

scholarly journals A Robust Effect Size Index

Psychometrika ◽  
2020 ◽  
Vol 85 (1) ◽  
pp. 232-246 ◽  
Author(s):  
Simon Vandekar ◽  
Ran Tao ◽  
Jeffrey Blume
Keyword(s):  
Sample Size ◽  
Effect Size ◽  
Parametric Models ◽  
Association Strength ◽  
Measures Of Association ◽  
Finite Samples ◽  
Wide Range ◽  
Size Index ◽  
Effect Size Index ◽  
Log Odds

AbstractEffect size indices are useful tools in study design and reporting because they are unitless measures of association strength that do not depend on sample size. Existing effect size indices are developed for particular parametric models or population parameters. Here, we propose a robust effect size index based on M-estimators. This approach yields an index that is very generalizable because it is unitless across a wide range of models. We demonstrate that the new index is a function of Cohen’s d, $$R^2$$ R 2 , and standardized log odds ratio when each of the parametric models is correctly specified. We show that existing effect size estimators are biased when the parametric models are incorrect (e.g., under unknown heteroskedasticity). We provide simple formulas to compute power and sample size and use simulations to assess the bias and standard error of the effect size estimator in finite samples. Because the new index is invariant across models, it has the potential to make communication and comprehension of effect size uniform across the behavioral sciences.

scholarly journals Effect Size Model Pembelajaran Kooperatif Tipe Numbered Heads Together (Nht) Terhadap Kemampuan Berpikir Kritis Siswa pada Pembelajaran Fisika

2016 ◽  
Vol 5 (2) ◽  
pp. 213 ◽  
Author(s):  
Widya Wati ◽  
Rini Fatimah
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Size Index ◽  
Effect Size Index ◽  
Better Than

The purpose of this research is to know the effect size of cooperatif learning model to critical thinking skills students at physics learning Class 8th grade Junior High School 24 Bandar Lampung. The type of this research was a quasi experimental with pretest - posttest control group design. The research involved two groups of students who accounted for 34 students for experiment class and 36 students for control class. The collection of data obtained using a test instrument shaped essay at critical thinking skills level. The results show that cooperative learning model type NHT have effect to critical thinking skills on effect size index 0,7. The effect size index 0,7 show that NHT to outcome critical thinking skills of students i.e 62 % better than control class.  Experiment class is better than control class at random sampling are 0,58 it means each one of 100 random sampling  give effect for 58 sampling to improve critical thinking skills of students at learning physics.Penelitian ini bertujuan untuk mengetahui effect size dari model pembelajaran kooperatif tipe numbered heads together (NHT) terhadap kemampuan berpikir kritis siswa pada pembelajaran fisika  kelas VIII SMP Negeri 24 Bandar Lampung. Jenis penelitian ini adalah quasi eksperimen dengan pretest - posttest control group design. Penelitian ini melibatkan 2 kelompok belajar siswa yang berjumlah 34 siswa untuk kelas Eksperimen dan 36 siswa untuk kelas kontrol. Pengumpulan data diperoleh dengan menggunakan instrumen tes berbentuk essay pada level kognitif kemampuan berpikir kritis. Diperoleh hasil penelitian bahwa model pembelajaran kooperatif tipe NHT mempunyai pengaruh terhadap kemampuan berpikir kritis pada pembelajaran fisika dengan indeks effect size sebesar 0,3. Effect size 0,3 ini menunjukkan bahwa NHT dapat menghasilkan outcome kemampuan berpikir kritis siswa sebesar 58 % lebih baik dari kelas kontrol. Kelebihan kelas eksperimen dari kelas kontrol dalam pengambilan sampel acak sebanyak 0,58 artinya pada setiap 100 sampel acak NHT dapat mempengaruhi 69 sampel untuk meningkatkan kemampuan berpikir kritis siswa pada pembelajaran fisika.

The Use of the Effect Size in JCR Spanish Journals of Psychology: From Theory to Fact

2011 ◽  
Vol 14 (2) ◽  
pp. 1050-1055 ◽  
Author(s):  
Juan García García ◽  
Elena Ortega Campos ◽  
Leticia De la Fuente Sánchez
Keyword(s):  
Effect Size ◽  
Task Force ◽  
American Psychological Association ◽  
Research Papers ◽  
American Psychological ◽  
Journal Citation Reports ◽  
Size Index ◽  
Effect Size Index

In 1999, Wilkinson and the Task Force on Statistical Inference published “Statistical Methods and Psychology: Guidelines and Explanation.” The authors made several recommendations about how to improve the quality of Psychology research papers. One of these was to report some effect-size index in the results of the research. In 2001, the fifth edition of thePublication Manual of the American Psychological Associationincluded this recommendation. In Spain, in 2003, scientific journals likePsicothemaor theInternational Journal of Clinical and Health Psychology(IJCHP) published editorials and papers expressing the need to calculate the effect size in the research papers. The aim of this study is to determine whether the papers published from 2003 to 2008 in the four Spanish journals indexed in theJournal Citation Reportshave reported some effect-size index of their results. The findings indicate that, in general, the follow-up of the norm has been scanty, though the evolution over the analyzed period is different depending on the journal.

Teacher’s Corner: What to Do With the Upward Bias in R2: A Comment on Huberty

1996 ◽  
Vol 21 (3) ◽  
pp. 283-287
Author(s):  
Tom A. B. Snijders
Keyword(s):  
Linear Regression ◽  
Effect Size ◽  
Null Hypothesis ◽  
Recent Article ◽  
Significance Testing ◽  
Size Index ◽  
Effect Size Index ◽  
Definition Of

A recent article by Huberty (1994) discusses significance testing of R2 in linear regression and the definition of a corresponding effect size index. It recommends an adjustment to the standard null hypothesis, p2 = 0, in order to adjust for an upward bias in the statistic R2. This note suggests that the adjustment proposed by Huberty has some conceptual shortcomings. Existing improvements on R2 are described in some detail.

The impact of personality in recognizing disinformation

2019 ◽  
Vol 44 (1) ◽  
pp. 181-191 ◽  
Author(s):  
Colleen Wolverton ◽  
David Stevens
Keyword(s):  
Personality Traits ◽  
Effect Size ◽  
Five Factor Model ◽  
Social Engineering ◽  
Fake News ◽  
Content Type ◽  
News Stories ◽  
Size Index ◽  
Effect Size Index ◽  
False News

Purpose The purpose of this paper is to investigate and quantify the effects of personality traits, as defined by the five-factor model (FFM) on an individual’s ability to detect fake news. The findings of this study are increasingly important because of the proliferation of social media news stories and the exposure of organizational stakeholders and business decision makers to a tremendous amount of information, including information that is not correct (a.k.a. disinformation). Design/methodology/approach The data were collected utilizing the snowball sampling methodology. Students in an Management Information Systems course completed the survey. Since a diverse sample was sought, survey participants were instructed to recruit another individual from a different generation. The survey questions of the FFM identify particular personality traits in respondents. Survey respondents were given a collection of nine news stories, five of which were false and four that were true. The number of correctly identified stories was recorded, and the effect of personality traits on the ability of survey respondents to identify fake news was calculated using eta-squared and the effect size index. Findings Each of the five factors in the FFM demonstrated an effect on an individual’s ability to detect disinformation. In fact, every single variable studied had at least a small effect size index, with one exception: gender, which had basically no effect. Therefore, each variable studied (with the exception of gender) explained a portion of the variability in the number of correctly identified false news stories. Specifically, this quantitative research demonstrates that individuals with the following personality traits are better able to identify disinformation: closed to experience or cautious, introverted, disagreeable or unsympathetic, unconscientious or undirected and emotionally stable. Originality/value There is scant research on an individual’s ability to detect false news stories, although some research has been conducted on the ability to detect phishing (a type of social engineering attack to obtain funds or personal information from the person being deceived). The results of this study enable corporations to determine which of their customers, investors and other stakeholders are most likely to be deceived by disinformation. With this information, they can better prepare for and combat the impacts of misinformation on their organization, and thereby avoid the negative financial impacts that result.

scholarly journals INFLUENCE OF THE INSANITY WORKOUT ON THE EXERCISE CAPACITY OF MILITARY STUDENTS

2020 ◽  
pp. 447-459
Keyword(s):  
Heart Rate ◽  
Exercise Capacity ◽  
Effect Size ◽  
Training Period ◽  
Military Students ◽  
Average Heart Rate ◽  
Average Maximum ◽  
Significant Difference ◽  
Size Index ◽  
Effect Size Index

The research purpose is to improve the exercise capacity of military students (VAM, VO2 max and average heart rate) by applying the Insanity Workout in the physical education lesson. The following scientific methods were used: documentation, observation, statistical processing and graphical representation of the results. Subject assessment was based on the Yo-Yo Intermittent Recovery Test Level 1 (YYIR1), and Polar H10 Heart Rate Sensor was used. The research included the following stages: stage 1 - conducting an initial assessment; stage 2 - applying the Insanity Workout; stage 3 - performing a final assessment of the studied subjects to assess their response (evolution/involution/stagnation); stage 4 - interpretation of results and conclusion. Based on the paired t-test, the following results are obtained: the increase of the average maximum aerobic speed achieved at the end of the training period is statistically significant, p = 0.005 < 0.05 for t = 3.003 and df = 29. The effect size index indicates a medium-to-high difference between the two means; the increase of the average maximum aerobic capacity achieved at the end of the training period is statistically significant, p < 0.001 < 0.05 for t = 6.536 and df = 29. The effect size index indicates a significant difference between the two means; the decrease of the average heart rate at the end of the training period is statistically significant, p < 0.001 < 0.05 for t = 5.012 and df = 29. The effect size index indicates a high difference between the two means.

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

2020 ◽  
Vol 13 (2) ◽  
pp. 104-116
Author(s):  
Yunita Yunita ◽  
Dadang Juandi ◽  
Maximus Tamur ◽  
Angela Merici G Adem ◽  
Jerito Pereira
Keyword(s):  
Effect Size ◽  
Treatment Duration ◽  
Creative Thinking ◽  
Mathematical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Size Variation ◽  
Analysis Data ◽  
Length Of Treatment ◽  
Effect Size Index

[English]: This study examined the effect of Problem-based Learning (PBL) on students' creative mathematical thinking in Indonesia during the last eight years using meta-analysis. Data were obtained from primary studies published in national journals, conference proceedings, and master thesis from 2012 to 2020. This study analyzed 19 effect sizes from 19 primary studies that fulfill the inclusion criteria. The effect size index used the Hedges' g equation and statistical analysis was assisted by comprehensive meta-analysis (CMA) software. The effect size variation test was conducted by analyzing the study's five characteristics, namely the year of study, level of education, sample size, length of treatment, and publication sources. Based on the analysis results, the overall effect size was 0.821, with a standard error of 0.130 at the 95% confidence interval (CI) referring to the random-effects model. The effect size is classified as moderate, meaning that PBL has a moderately positive effect on students' creative mathematical  thinking. The results of the analysis of the characteristics of the study show that the application of PBL to improve students' mathematical creative thinking relates to the research year (Q = 55.683; p <0.05), the treatment duration (Q = 5.644; p <0.05), and publication sources (Q = 13.812; p <0.05). It was found that the PBL was more effective in conditions of treatment duration of fewer than four meetings. There is a tendency that PBL has a significant impact when it is first implemented. The findings' implications are discussed to provide important information as a basic idea for further PBL research and implementation. Keywords: Problem-based learning, Creative thinking, Meta-analysis [Bahasa]: Penelitian ini menguji pengaruh problem-based learning (PBL) terhadap berpikir kreatif matematis siswa di Indonesia selama delapan tahun terakhir melalui meta-analisis. Data diperoleh dari studi primer yang telah dipublikasikan di jurnal nasional, prosiding konferensi, dan tesis master tahun 2012-2020. Penelitian ini menganalisis 19 ukuran efek dari 19 studi primer yang memenuhi kriteria penyertaan. Indeks ukuran efek menggunakan persamaan Hedges' g dan analisis statistik dibantu oleh perangkat lunak comprehensive meta-analysis (CMA). Pengujian variasi ukuran efek dilakukan dengan menganalisis lima karakteristik penelitian yaitu tahun studi, tingkat pendidikan, ukuran sampel, lama perawatan, dan sumber publikasi. Berdasarkan hasil analisis, ukuran efek keseluruhan adalah 0,821, dengan kesalahan standar 0,130 pada interval kepercayaan 95% (CI) menurut model efek acak. Ukuran efek tergolong sedang, artinya penggunaan PBL berpengaruh positif sedang terhadap berpikir kreatif matematis siswa. Hasil analisis karakteristik penelitian menunjukkan bahwa penerapan PBL untuk meningkatkan berpikir kreatif matematis siswa berkaitan dengan tahun penelitian (Q = 55,683; p <0,05), durasi perlakuan (Q = 5,644; p <0,05) , dan sumber publikasi (Q = 13.812; p <0.05). Ditemukan bahwa PBL lebih efektif pada kondisi durasi perlakuan kurang dari 4 pertemuan. Terdapat kecenderungan bahwa PBL berdampak besar saat pertama kali diterapkan. Implikasi hasil penelitian dibahas untuk memberikan informasi penting sebagai ide dasar untuk penelitian dan implementasi PBL selanjutnya. Kata kunci: Problem-based learning, Berpikir kreatif, Meta-analysis  

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