scholarly journals Practical significance of the difference in means

2000 ◽  
Vol 26 (3) ◽  
Author(s):  
H. S. Steyn
Keyword(s):  
Effect Size ◽  
Practical Importance ◽  
Practical Significance ◽  
Population Means ◽  
Two Samples ◽  
Significant Difference ◽  
Standard Deviations ◽  
The Difference

It is shown how the standardised difference (the effect size) between two population means can be used to establish significance when the populations are observed in totality. When dealing with two samples methods are given to determine the practical importance of a statistically significant difference. The usual effect size formula is adapted to deal with cases where populations have different standard deviations. Opsomming Dit word aangetoon hoe die gestandaardiseerde verskil (die effekgrootte) tussen twee populasiegemiddeldes gebruik kan word om beduidenheid t.o.v. volledig waargenome populasies te bepaal. In die geval van twee steekproewe word metodes gegee om die praktiese belangrikheid van 'n statistiese beduidende verskil vas te stel. Die gewone effekgrootte formule word aangepas ten einde gevalle waar populasies verskillende standaardafwykings het te hanteer.

scholarly journals The use of effect size indices to determine practical significance

2006 ◽  
Vol 25 (3) ◽  
Author(s):  
H. S. Styn ◽  
S. M. Ellis
Keyword(s):  
Effect Size ◽  
Statistical Significance ◽  
Empirical Studies ◽  
Research Literature ◽  
Effect Sizes ◽  
Practical Significance ◽  
Significance Tests ◽  
Statistical Application ◽  
Significant Difference

The determination of significance of differences in means and of relationships between variables is of importance in many empirical studies. Usually only statistical significance is reported, which does not necessarily indicate an important (practically significant) difference or relationship. With studies based on probability samples, effect size indices should be reported in addition to statistical significance tests in order to comment on practical significance. Where complete populations or convenience samples are worked with, the determination of statistical significance is strictly speaking no longer relevant, while the effect size indices can be used as a basis to judge significance. In this article attention is paid to the use of effect size indices in order to establish practical significance. It is also shown how these indices are utilized in a few fields of statistical application and how it receives attention in statistical literature and computer packages. The use of effect sizes is illustrated by a few examples from the research literature.

scholarly journals Fine and Gross Motor Skill Proficiency Differences of Children Aged 8-9 Years based on Gender

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ricky Wibowo ◽  
Didin Budiman ◽  
Gano Sumarno
Keyword(s):  
Motor Skills ◽  
Effect Size ◽  
Motor Skill ◽  
Medium Effect ◽  
Gross Motor ◽  
Significant Difference ◽  
Female Children ◽  
The Difference ◽  
Gross Motor Skill ◽  
Better Than

The aim of this study was to find out the proficiency differences in fine motor skills and gross motor skills based on gender. 147 children at the elementary school level were divided into two groups according to their gender. Male children were 78 children (aged 8.5±0.4) and female children were 69 children (aged 8.3±0.3). The instrument used in this research was the Movement Assessment Battery for Children–second edition (MABC-2). The statistical test used a non-parametric Mann-Whitney U test, while r coefficient was used to interpret the effect size. The result of the study showed that the manual agility of male children was better than female children. However, the difference was not significant and the effect size was small (p .05, r = .004). The result also showed that the catching and throwing skills of male children were better. The difference was not significant and the effect size was small (p .05, r = .023). Meanwhile, the balance of the male children was better than the female children with a significant difference and medium effect size (p .05, r = .055). In general, the result of the study shows that male children are better than female children in fine and gross motor skill mastery.

scholarly journals Determination of the effect size of an observed factor based on a multi-variate model for evaluating practical significance of differences between two groups of case-control design

2020 ◽  
Author(s):  
Liu Hui
Keyword(s):  
Effect Size ◽  
Control Design ◽  
Substantial Effect ◽  
Case Control ◽  
Practical Significance ◽  
Size Difference ◽  
Intensity Level ◽  
Positive Ratio ◽  
The Difference ◽  
Clinically Significant

Abstract Background: To determine the effect size of an observed factor for a disease by using consistency in a cohort study (CRC) for evaluating practical significance of differences between two groups of case-control design. Methods: A model of multiple pathogenic factors was established by analyzing the number and distribution of observed factors in a study population. The difference in the incidence between two groups (exposed and unexposed) was calculated according to the model as CRC. The relationship of Youden’s index and true and false-positive ratio (TFR) in case-control design were observed with CRC. Results: The CRC was able to correctly reflect the number of factors combined in the models, and therefore, indicates that CRC is a reasonable indicator of effect size. Difference scores <0.25 indicate that one of four or more factors plays a role in a disease; scores >0.50 indicate one of two factors plays a role in disease and implies a high intensity level of the factor. TFR could correctly reflect CRC. Accordingly, a factor with an effect size (i.e., TFR) less than 6.0 should not be considered a clinically significant factor, even if the observed difference is statistically significant. Conclusions: A CRC over 0.25 OR TFR over 6.0 is suggested as an indicator of a substantial effect size.

scholarly journals Tetrad vs. triangle test: A case study with Brazilian guarana soft drink

2020 ◽  
Vol 9 (4) ◽  
pp. e166943049
Author(s):  
Kamila Ferreira Chaves ◽  
Adriana Lucia Wahanik ◽  
Michelly Cristiane Paludo ◽  
Bianca Iarossi Toledo ◽  
Alexandre Montagnana Vicente Leme ◽  
...  
Keyword(s):  
Soft Drink ◽  
Ionic Exchange ◽  
Difference Detection ◽  
Triangle Test ◽  
Three Samples ◽  
Two Samples ◽  
Significant Difference ◽  
The Difference ◽  
Sensory Tests

Discrimination sensory tests aim to identify if a difference between two similar stimuli is detected. In this study we compared the efficacy of Tetrads and Triangle tests in the difference detection between two samples of guarana soft drink, by means of the calculation of proportion of discriminators and thurstonian distance. Evaluated samples were produced by different syrup clarification methods (activated carbon and ionic exchange column). For each test 99 testers were used; Triangle test evaluated three samples, while Tetrad four samples, in complete randomized blocks. Only Tetrad test was able to detect significant difference between the samples (p<0.05), with a low proportion of discriminators and thurstonian distance inferior to perception limit, demonstrating that Tetrad test is more powerful and sensible than Triangle test.

scholarly journals Determination of the effect size of an observed factor based on a multi-variate model for evaluating practical significance of differences between two groups of case-control design

2020 ◽  
Author(s):  
Liu Hui
Keyword(s):  
Effect Size ◽  
Control Design ◽  
Substantial Effect ◽  
Case Control ◽  
Practical Significance ◽  
Size Difference ◽  
Intensity Level ◽  
Positive Ratio ◽  
The Difference ◽  
Clinically Significant

Abstract Background To determine the effect size of an observed factor for a disease by using consistency in a cohort study (CRC) for evaluating practical significance of differences between two groups of case-control design. Methods A model of multiple pathogenic factors was established by analyzing the number and distribution of observed factors in a study population. The difference in the incidence between two groups (exposed and unexposed) was calculated according to the model as CRC. The relationship of Youden’s index and true and false-positive ratio (TFR) in case-control design were observed with CRC. Results The CRC was able to correctly reflect the number of factors combined in the models, and therefore, indicates that CRC is a reasonable indicator of effect size. Difference scores <0.25 indicate that one of four or more factors plays a role in a disease; scores >0.50 indicate one of two factors plays a role in disease and implies a high intensity level of the factor. TFR could correctly reflect CRC. Accordingly, a factor with an effect size (i.e., CRC) less than 6.0 should not be considered a clinically significant factor, even if the observed difference is statistically significant. Conclusions A CRC over 0.25 OR TFR over 6.0 is suggested as an indicator of a substantial effect size.

scholarly journals EFFECTIVENESS OF METACOGNITION-BASED READING ENRICHMENT PROGRAM TO STUDENTS READING COMPREHENSION

2021 ◽  
Vol 9 (02) ◽  
pp. 111-135
Author(s):  
Leo Vigil M. Batuctoc
Keyword(s):  
Reading Comprehension ◽  
Effect Size ◽  
Practical Significance ◽  
Medium Effect ◽  
Control Group ◽  
Significant Difference ◽  
Comparison Groups ◽  
Enrichment Program ◽  
Experimental Group ◽  
D Value

The main focus of this study is to determine the effectiveness of the metacognition-based reading enrichment program to the students reading comprehension. The pretest-posttest non-equivalent control group design which falls under the quasi-experimental design was used. On the test of significant difference between the formative test mean scores of the experimental and comparison groups, it was found out that the formative tests had significant effect to the respondents reading comprehension. Moreover, based on the computed Cohens d value, the lessons have a small top medium effect size. It was revealed that there is a significant difference between the posttest mean scores of the experimental and comparison groups at 0.01 level of significance. Moreover, based on the computed Cohens d value of 0.98, the effect size of the metacognition-based reading enrichment program to the students reading comprehension based on the posttest is large. There is a significant difference between the formative test mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size values suggested a small to medium practical significance. There is a significant difference between the posttest mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size value (d=0.98) suggested a substantial effect of the metacognition-based reading enrichment program to the respondents reading comprehension. As for the recommendations, it was noted that there is a need for English teachers to integrate the instruction of metacognitive strategies, as it helps in improving students reading comprehension.

scholarly journals Statistical Primer for Athletic Trainers: Using Confidence Intervals and Effect Sizes to Evaluate Clinical Meaningfulness

2016 ◽  
Vol 51 (12) ◽  
pp. 1045-1048 ◽  
Author(s):  
Monica Lininger ◽  
Bryan L. Riemann
Keyword(s):  
Confidence Intervals ◽  
Effect Size ◽  
Research Study ◽  
Statistical Significance ◽  
Effect Sizes ◽  
Population Parameter ◽  
Significant Difference ◽  
Sample Data ◽  
The Difference ◽  
Clinical Meaningfulness

Objective: To describe confidence intervals (CIs) and effect sizes and provide practical examples to assist clinicians in assessing clinical meaningfulness. Background: As discussed in our first article in 2015, which addressed the difference between statistical significance and clinical meaningfulness, evaluating the clinical meaningfulness of a research study remains a challenge to many readers. In this paper, we will build on this topic by examining CIs and effect sizes. Description: A CI is a range estimated from sample data (the data we collect) that is likely to include the population parameter (value) of interest. Conceptually, this constitutes the lower and upper limits of the sample data, which would likely include, for example, the mean from the unknown population. An effect size is the magnitude of difference between 2 means. When a statistically significant difference exists between 2 means, effect size is used to describe how large or small that difference actually is. Confidence intervals and effect sizes enhance the practical interpretation of research results. Recommendations: Along with statistical significance, the CI and effect size can assist practitioners in better understanding the clinical meaningfulness of a research study.

scholarly journals Frequency of hyponatremia caused by sodium picosulfate solution when used as a bowel cleansing agent for colonoscopy

2020 ◽  
Vol 36 (7) ◽  
Author(s):  
Tazeen Rasheed ◽  
Haris Alvi ◽  
Majid Ahmed Shaikh ◽  
Faiza Sadaqat Ali ◽  
Bader Faiyaz Zuberi ◽  
...  
Keyword(s):  
Bowel Preparation ◽  
Serum Sodium ◽  
Sodium Level ◽  
Serum Sodium Level ◽  
Creative Commons ◽  
Bowel Cleansing ◽  
Two Samples ◽  
Significant Difference ◽  
Sodium Picosulfate ◽  
The Difference

Objective: To determine the frequency of hyponatremia in patients taking Sodium Picosulfate Solution (SPS) solution for bowel preparation prior to colonoscopy and to compare serum sodium levels before and after SPS. Methods: This interventional study was conducted at Dr. Ruth K. M. Pfau, Civil Hospital Karachi between June 2019 to November 2019. Patients undergoing colonoscopy were included in the study. All patients were given SPS. Two samples of blood for electrolytes were taken, one 30 minutes before taking SPS solution and another 30 minutes before colonoscopy. Paired sample t-test was used to determine the difference between serum sodium level before taking the colonoscopy solution and serum sodium level before colonoscopy. Results: Fifty- four patients fulfilling inclusion criteria were included. Out of the 54 patients 28 (51.9%) were males and 26 (48.1%) were females. Mean sodium levels before taking colonoscopy solution was 139.7±3.5 mEq/L and mean sodium level before colonoscopy was 138.9±3.8 mEq/L. The difference between serum sodium level before taking SPS colonoscopy solution and before colonoscopy was found to be statistically insignificant (t (53) = 1.308; p = 0.196). Conclusion: No serious adverse effects were reported in any of our patients. There was no significant difference in the serum sodium level of patients undergoing colonoscopy before taking SPS bowel preparation solution and serum sodium level before colonoscopy. doi: https://doi.org/10.12669/pjms.36.7.2376 How to cite this:Rasheed T, Alvi H, Shaikh MA, Ali FS, Zuberi BF, Subhan W. Frequency of hyponatremia caused by sodium picosulfate solution when used as a bowel cleansing agent for colonoscopy. Pak J Med Sci. 2020;36(7):---------. doi: https://doi.org/10.12669/pjms.36.7.2376 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Examining Language Learning Strategies Used By Kurdish Monolingual (Kurdish) And Bilingual (Kurdish-Arabic) Speakers As Efl Learners

2017 ◽  
Vol 5 (3) ◽  
pp. 873
Author(s):  
Hozan G. Othman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Language Learning Strategies ◽  
English Departments ◽  
Arabic Speakers ◽  
Two Samples ◽  
Significant Difference ◽  
The Difference

This study investigates the difference between monolingual (Kurdish) and bilingual (Kurdish-Arabic) speakers as EFL (English as a Foreign Language) learners with regard to the use of Language Learning Strategies (LLS). It aims to identify the differences found between the two samples in terms of using the (LLS). A total number of 100 EFL students at Zakho University as Bilinguals and Duhok University as Monolinguals of English Departments of both universities participated in the study. All the participants were third and fourth year undergraduate students from both universities. They were asked to answer a questionnaire on Rebecca Oxford's Strategy Inventory for Language Learning known as SILL. The strategies followed in this paper are the direct ones (memory, cognitive, compensation) and the indirect ones (meta-cognitive, affective, and social) which are highlighted in Oxford (1990). These strategies are chosen for this paper because they are considered to be the most agreed upon ones by many writers in the area of English as a Foreign Language (EFL). The valid and reliable statistical ‘independent t-test’ of SPSS is used to analyze the data.  It is hypothesized that the results will show significant differences between the two groups (monolinguals and bilinguals) in their strategies in favour of bilinguals. The results of the research reveal that all strategies are clearly and soundly used by both groups, and surprisingly there is no significant difference between bilinguals and monolinguals with regard to the use of the six strategies. It was also found that there is no significant difference between third and fourth year levels concerning the use of the mentioned strategies, as well as there are two identical favourite lists of LLS for both groups.

scholarly journals Generative Learning Model to Improve Science Literacy Competence on 10th Grade Students of Sciences Wahid Hasyim Senior High School on Temperature and Heat Topic

2017 ◽  
Vol 1 ◽  
pp. 209-213
Author(s):  
Azizatuzzahro’ Azizatuzzahro’ ◽  
Ika Kartika
Keyword(s):  
Effect Size ◽  
Science Literacy ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Generative Learning ◽  
Control Group Design ◽  
10Th Grade ◽  
Significant Difference ◽  
The Difference

This research was aimed to determine the effect of generative learning models on the competence of science literacy and to know the difference in the side of improvement of students' science literacy competence compared with control class on temperature and heat focus lesson. This educational research was a quasi-experiment research with Nonequivalent control group design. The independent variable of this research was generative learning model and the dependent variable was students’ science literacy competence. This research was conducted in of one school in Sleman through saturated sampling technique. The experiment class is 10th grade students of 1st class and the control class is 10th grade students of second class. We used pretest and posttest as data collection instruments. The data analysis used descriptive statistic with measure of central tendency and size of dispersion include Normalized Gain and effect size. The result of this research showed that there was an effect of generative learning model in case of students’ science literacy competence on temperature and heat focus lesson with average 38,00 for pretest and 79,20 for posttest. There was also improvement on students’ science literacy competence with moderate improvement category, which was indicated by N-Gain value of experimental class 0.66. The control class which was treated with direct instruction model was also increased with N-Gain value of 0.48 or included in the moderate category also. The improvement of the experimental class has a very significant difference with the control class indicated by the effect size value of 1.028.

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