Show simple item record

dc.contributor.authorLane, David M.
dc.date.accessioned 2013-03-19T18:17:29Z
dc.date.available 2013-03-19T18:17:29Z
dc.date.issued 2013
dc.identifier.citation Lane, David M.. "The Problem of Too Many Statistical Tests: Subgroup Analyses in a Study Comparing the Effectiveness of Online and Live Lectures." Numeracy, 6, no. 1 (2013) http://dx.doi.org/10.5038/1936-4660.6.1.7.
dc.identifier.urihttps://hdl.handle.net/1911/70745
dc.description.abstract The more statistical analyses performed in the analysis of research data, the more likely it is that one or more of the conclusions will be in error. Multiple statistical analyses can occur when the sample contains several subgroups and the researchers perform separate analyses for each subgroup. For example, separate analyses may be done for different ethnic groups, different levels of education, and/or for both genders. Media reports of research frequently omit information on the number of subgroup analyses performed thus leaving the reader with insufficient information to assess the validity of the conclusions. This article discusses the problems with a media report on research that was analyzed by conducting many subgroup analyses. The article concludes that the quantitatively literate reader should be skeptical of articles that report subgroup analyses without reporting the number of analyses that were done.
dc.language.iso eng
dc.rights This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/legalcode
dc.title The Problem of Too Many Statistical Tests: Subgroup Analyses in a Study Comparing the Effectiveness of Online and Live Lectures
dc.type Journal article
dc.contributor.funder National Science Foundation, Division of Undergraduate Education
dc.citation.journalTitle Numeracy
dc.subject.keywordmultiple comparisons
quantitative literacy
online learning
subgroup analyses
dc.citation.volumeNumber 6
dc.citation.issueNumber 1
dc.contributor.publisher National Numeracy Network
dc.embargo.terms none
dc.type.dcmi Text
dc.identifier.doihttp://dx.doi.org/10.5038/1936-4660.6.1.7
dc.identifier.grantID DUE-0919818 (National Science Foundation, Division of Undergraduate Education)
dc.type.publication publisher version


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Except where otherwise noted, this item's license is described as This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License