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Effect Size EDL 204
Start with Hypothesis Testing You go through the 6 steps of Hypothesis Testing and get a significant result So what? The probability of obtaining a significant result is highly correlated with the size of the sample More numbers = increase probability of significance Sometimes the impact is meaningless
Significance Statistical Significance Reached a result that has a probability of less than 5% that it is due to error Practical Significance Looks at whether the difference is useful in the real world http://www.youtube.com/watch?v=rOyK_K0SOaU
Effect Size d = Cohens Effect Size μ1 = Mean of Group 1 μ2 = Mean of Group 2 σ = Standard Deviation
Effect Size Results in a measure of standard deviation Can be interpreted as noted by Cohen on the left A large effect size would mean there would be a large impact on the population
Effect Size Used to compare studies  Can have different Methods Statistics Metrics Only measuring the difference in mean 1 and mean 2 divided by SD
Visible Learning Meta Analysis of 800 Meta Analyses  Summary of many articles on the topic Uses Effect Sizes 1 effect size = 1 standard deviation 1 standard deviation = 2 years increase Cohen said “Blatantly obvious” PhD Students vs High School Students on IQ
Visible Learning Distribution of Effect Sizes, Chapter 2, pg 16 Most have a positive effect Doing almost anything increases achievement Set the bar at d = 0.40 Average of all effect sizes This is not just placing a teacher in front of a room Benchmark to notice real differences
Visible Learning Typical Effect Size .40 0 Enhanced Zero Decreased
Visible Learning We want... .40 0 Enhanced Zero Decreased
Visible Learning .40 .30 .50 .10 .20 .60 Typical Teacher Effects .70 Zone of Desired Effects Developmental Effects .80 0 .90 Reverse Effects 1.0
Visible Learning .40 .30 .50 .10 .20 .60 Typical Teacher Effects .70 Zone of Desired Effects Developmental Effects .80 0 .90 Reverse Effects 1.0 Microteaching d = .88  pg 112-113

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Effect size presentation.rob

  • 2. Start with Hypothesis Testing You go through the 6 steps of Hypothesis Testing and get a significant result So what? The probability of obtaining a significant result is highly correlated with the size of the sample More numbers = increase probability of significance Sometimes the impact is meaningless
  • 3. Significance Statistical Significance Reached a result that has a probability of less than 5% that it is due to error Practical Significance Looks at whether the difference is useful in the real world http://www.youtube.com/watch?v=rOyK_K0SOaU
  • 4. Effect Size d = Cohens Effect Size μ1 = Mean of Group 1 μ2 = Mean of Group 2 σ = Standard Deviation
  • 5. Effect Size Results in a measure of standard deviation Can be interpreted as noted by Cohen on the left A large effect size would mean there would be a large impact on the population
  • 6. Effect Size Used to compare studies Can have different Methods Statistics Metrics Only measuring the difference in mean 1 and mean 2 divided by SD
  • 7. Visible Learning Meta Analysis of 800 Meta Analyses Summary of many articles on the topic Uses Effect Sizes 1 effect size = 1 standard deviation 1 standard deviation = 2 years increase Cohen said “Blatantly obvious” PhD Students vs High School Students on IQ
  • 8. Visible Learning Distribution of Effect Sizes, Chapter 2, pg 16 Most have a positive effect Doing almost anything increases achievement Set the bar at d = 0.40 Average of all effect sizes This is not just placing a teacher in front of a room Benchmark to notice real differences
  • 9. Visible Learning Typical Effect Size .40 0 Enhanced Zero Decreased
  • 10. Visible Learning We want... .40 0 Enhanced Zero Decreased
  • 11. Visible Learning .40 .30 .50 .10 .20 .60 Typical Teacher Effects .70 Zone of Desired Effects Developmental Effects .80 0 .90 Reverse Effects 1.0
  • 12. Visible Learning .40 .30 .50 .10 .20 .60 Typical Teacher Effects .70 Zone of Desired Effects Developmental Effects .80 0 .90 Reverse Effects 1.0 Microteaching d = .88 pg 112-113