Beyond Cohen's d: Alternative Effect Size Measures for Between-Subject Designs
Given the long history of discussion of issues surrounding statistical testing and effect size indices and various attempts by the American Psychological Association and by the American Educational Research Association to encourage the reporting of effect size, most journals in education and psychol...
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| Published in | The Journal of experimental education Vol. 82; no. 1; pp. 22 - 50 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Washington
Taylor & Francis Group
01.01.2014
Taylor & Francis Group, LLC Routledge Taylor & Francis Inc |
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| Online Access | Get full text |
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| Abstract | Given the long history of discussion of issues surrounding statistical testing and effect size indices and various attempts by the American Psychological Association and by the American Educational Research Association to encourage the reporting of effect size, most journals in education and psychology have witnessed an increase in effect size reporting since 1999. Yet, effect size was often reported in three indices, namely, the unadjusted R
2
, Cohen's d, and η
2
with a simple labeling of small, medium, or large, according to Cohen's (1969) criteria. In this article, the authors present several alternatives to Cohen's d to help researchers conceptualize effect size beyond standardized mean differences for between-subject designs with two groups. The alternative effect size estimators are organized into a typology and are empirically contrasted with Cohen's d in terms of purposes, usages, statistical properties, interpretability, and the potential for meta-analysis. Several sound alternatives are identified to supplement the reporting of Cohen's d. The article concludes with a discussion of the choice of standardizers, the importance of assumptions, and the possibility of extending sound alternative effect size indices to other research contexts. |
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| AbstractList | Given the long history of discussion of issues surrounding statistical testing and effect size indices and various attempts by the American Psychological Association and by the American Educational Research Association to encourage the reporting of effect size, most journals in education and psychology have witnessed an increase in effect size reporting since 1999. Yet, effect size was often reported in three indices, namely, the unadjusted R², Cohen’s d, and η² with a simple labeling of small, medium, or large, according to Cohen’s (1969) criteria. In this article, the authors present several alternatives to Cohen’s d to help researchers conceptualize effect size beyond standardized mean differences for between-subject designs with two groups. The alternative effect size estimators are organized into a typology and are empirically contrasted with Cohen’s d in terms of purposes, usages, statistical properties, interpretability, and the potential for meta-analysis. Several sound alternatives are identified to supplement the reporting of Cohen’s d. The article concludes with a discussion of the choice of standardizers, the importance of assumptions, and the possibility of extending sound alternative effect size indices to other research contexts. Given the long history of discussion of issues surrounding statistical testing and effect size indices and various attempts by the American Psychological Association and by the American Educational Research Association to encourage the reporting of effect size, most journals in education and psychology have witnessed an increase in effect size reporting since 1999. Yet, effect size was often reported in three indices, namely, the unadjusted R 2 , Cohen's d, and η 2 with a simple labeling of small, medium, or large, according to Cohen's (1969) criteria. In this article, the authors present several alternatives to Cohen's d to help researchers conceptualize effect size beyond standardized mean differences for between-subject designs with two groups. The alternative effect size estimators are organized into a typology and are empirically contrasted with Cohen's d in terms of purposes, usages, statistical properties, interpretability, and the potential for meta-analysis. Several sound alternatives are identified to supplement the reporting of Cohen's d. The article concludes with a discussion of the choice of standardizers, the importance of assumptions, and the possibility of extending sound alternative effect size indices to other research contexts. Given the long history of discussion of issues surrounding statistical testing and effect size indices and various attempts by the American Psychological Association and by the American Educational Research Association to encourage the reporting of effect size, most journals in education and psychology have witnessed an increase in effect size reporting since 1999. Yet, effect size was often reported in three indices, namely, the unadjusted R ^sup 2^, Cohen's d, and ...^sup 2^ with a simple labeling of small, medium, or large, according to Cohen's (1969) criteria. In this article, the authors present several alternatives to Cohen's d to help researchers conceptualize effect size beyond standardized mean differences for between-subject designs with two groups. The alternative effect size estimators are organized into a typology and are empirically contrasted with Cohen's d in terms of purposes, usages, statistical properties, interpretability, and the potential for meta-analysis. Several sound alternatives are identified to supplement the reporting of Cohen's d. The article concludes with a discussion of the choice of standardizers, the importance of assumptions, and the possibility of extending sound alternative effect size indices to other research contexts. (ProQuest: ... denotes formulae/symbols omitted.) Given the long history of discussion of issues surrounding statistical testing and effect size indices and various attempts by the American Psychological Association and by the American Educational Research Association to encourage the reporting of effect size, most journals in education and psychology have witnessed an increase in effect size reporting since 1999. Yet, effect size was often reported in three indices, namely, the unadjusted "R"[superscript 2], Cohen's "d", and "?"[superscript 2] with a simple labeling of small, medium, or large, according to Cohen's (1969) criteria. In this article, the authors present several alternatives to Cohen's "d" to help researchers conceptualize effect size beyond standardized mean differences for between-subject designs with two groups. The alternative effect size estimators are organized into a typology and are empirically contrasted with Cohen's "d" in terms of purposes, usages, statistical properties, interpretability, and the potential for meta-analysis. Several sound alternatives are identified to supplement the reporting of Cohen's "d." The article concludes with a discussion of the choice of standardizers, the importance of assumptions, and the possibility of extending sound alternative effect size indices to other research contexts. |
| Author | Chen, Li-Ting Peng, Chao-Ying Joanne |
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| SubjectTerms | Associative processes Classification Computation Education Educational Research Effect Size Error of Measurement MEASUREMENT, STATISTICS, AND RESEARCH DESIGN Meta Analysis Psychology robust Robustness (Statistics) Standard scores Statistical Analysis statistical assumptions Statistical data Statistics Systematic review typology |
| Title | Beyond Cohen's d: Alternative Effect Size Measures for Between-Subject Designs |
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