Detecting unit of analysis problems in nested designs: statistical power and Type I error rates of the F test for groups-within-treatments effects.
A study was conducted to provide educational researchers with empirical estimates of the Type 1 error rate and statistical power of the F test of the classrooms-within-treatments effect in the nested analysis of variance model. The findings revealed that the test for groups within treatments did no...
| Published in: | Educational & Psychological Measurement Vol. 56; pp. 215 - 232 |
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| Main Authors: | , |
| Format: | Article |
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Sage Publications Inc.
April 1996
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507483626&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507483626 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00131644 EPM jtl: Educational & Psychological Measurement issn: 00131644 maglogo: N pubinfo: dt: April 1996 vid: 56 pid: 344 pub: Sage Publications Inc. artinfo: ui: 507483626 10.1177/0013164496056002003 ppf: 215 ppct: 17 formats: tig: atl: Detecting unit of analysis problems in nested designs: statistical power and Type I error rates of the F test for groups-within-treatments effects. aug: au: Kromrey, Jeffrey D. Dickinson, Wendy B. su: Analysis of variance Effect sizes (Statistics) Experimental design Statistical power analysis sug: subj: Analysis of variance Effect sizes (Statistics) Experimental design Statistical power analysis ab: A study was conducted to provide educational researchers with empirical estimates of the Type 1 error rate and statistical power of the F test of the classrooms-within-treatments effect in the nested analysis of variance model. The findings revealed that the test for groups within treatments did not demonstrate adequate power, even at the most liberal alpha level examined, to detect intraclass correlation in the sample data. It is concluded that the procedure was not effective in supporting decisions to utilize observations of individual students as opposed to group means as the unit of analysis. Implications of these findings for the design of classroom research are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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