Levin's (1975) sample-size determination procedure for completely randomized analysis of variance designs is extended to designs in which antecedent or blocking variables information is considered. In particular, a researcher's choice of designs is framed in terms of determining the respective sample sizes necessary to detect specified contrasts…

Many researchers assume that unequal cell frequencies in analysis of variance (ANOVA) designs result from poor planning. However, there are several valid reasons why one might have to analyze an unequal-n data matrix. The present study reviewed four categories of methods for treating unequal-n matrices by ANOVA: (a) unaltered data (least-squares…

Points out that 108 studies in the first 25 volumes of AV Communication Review used univariate analysis of variance to test experimental hypotheses, and suggests that researchers include omega-squared values in their reports to permit estimation of the relationship between x and y variables, and correlation data for comparing studies. (MER)

The first volume details the procedures used in second, fourth, and sixth grades and inservice training projects and their results; the second presents data on achievement, attitude, and interaction analysis. The purpose of the project was to test some theoretical principles of teacher influence with particular emphasis on different patterns which…

The present study contrasted the robustness of the WSD and the F test to heterogeneity of variances. (Author)

Discusses the need in designing educational studies to give more attention to recognizing the universe of generalization and to incorporate into the design a variable that represents the universe. Data analytic techniques should treat the levels of this variable as randomly selected from the universe. (Author/JEG)

It is the purpose of this paper to provide social scientists with some insight in dealing with Type 11 error, that is, the probability of failing to reject a false null hypothesis, and therefore, optimum sample size and number of levels, in the random-effects analysis of variance. (Author/RK)

The present authors argued that the covariance analysis is completely valid even if there is a true main effect for pretesting and a second point of the paper involved a recommendation for data analysis if the interaction from ANOVA was significant. (Editor/RK)

The results of an extensive analysis of the statistical methodology employed by researchers whose manuscripts were published in the first twelve volumes of the "Educational Administration Quarterly" are reported. (Author)

Purpose of the study was to determine if personological and methodological factors interact as predicted with the ultimate aim being to discover ways to optimize the teaching of word attack skills. (Author/RK)

This article has been written to point out why the analysis of covariance is a useful technique even when there is no difference between the groups being compared in terms of mean scores on the concomitant variable. (Author)

Recent criticism in the literature of the use of inferential statistics in educational research is refuted. The authors focus on the defense of multiple regression analysis. (JKS)

As an extension of B. Thompson's 1998 invited address to the American Educational Research Association, this paper cites two additional common faux pas in research methodology and explores some research issues for the future. These two errors in methodology are the use of univariate analyses in the presence of multiple outcome variables (with the…

This volume contains the five major addresses and subsequent discussion from the Symposium on the General Linear Models Approach to the Analysis of Experimental Data in Educational Research, which was held in 1967 in Athens, Georgia. The symposium was designed to produce systematic information, including new methodology, for dissemination to the…

The Automatic Interaction Detector (AID 3) is used in a search for interaction effects between absence from school and location from school, school size, location of home, age, sex, position in family and socio-economic status among a national sample of Irish primary school children. (Editor)