A quotient effect size for educational interventions

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2023-02-28 DOI:10.1080/1743727X.2023.2182877

Colin Foster

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Abstract

ABSTRACT This paper introduces a simple, quotient effect size, termed (for ‘quotient’), suitable for reporting on the effectiveness of educational interventions. The quotient effect size for a pre-test-post-test design is defined as the gain score (i.e. post-test minus pre-test) for the intervention group, divided by the gain score for the control group. This quotient effect size measure is easy to calculate and interpret, and, like Cohen’s , is scale-free. However, it achieves scale independence without acquiring the well-reported difficulties that arise with standardized effect sizes, such as Cohen’s , as a result of incorporating the standard deviation. Since the standard deviation is sensitive to many factors that are unrelated to ‘the effect’, Cohen’s is not a pure measure of ‘effect’. By contrast, the quotient effect size, , is dimensionless, without needing to involve the standard deviation, and is consequently intuitively easy to comprehend and communicate. For example, a of would mean that the intervention group improved by 20% more than the control group did. This paper explores the advantages of using as an effect size for reporting on the effectiveness of educational interventions, as compared with Cohen’s , and addresses some possible objections.

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教育干预的商效应量

本文介绍了一个简单的，商效应大小，称为(“商”)，适合于报告教育干预的有效性。前测后测设计的商效应量定义为干预组的增益分数(即后测减去前测)除以对照组的增益分数。这种商数效应大小测量方法很容易计算和解释，而且和科恩的方法一样，是无标度的。然而，它实现了尺度独立性，而没有获得标准化效应大小(如Cohen的效应大小)所产生的众所周知的困难，这是合并标准偏差的结果。由于标准偏差对许多与“效应”无关的因素很敏感，所以科恩的标准偏差并不是衡量“效应”的纯粹指标。相比之下，商效应大小是无量纲的，不需要涉及标准差，因此直观地易于理解和交流。例如，1表示干预组比对照组提高了20%。与Cohen的研究相比，本文探讨了使用效应量来报告教育干预有效性的优势，并解决了一些可能的反对意见。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.