"When can we claim that higher scores are higher?: Comment on “Increasing chemistry students’ knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation”
Accepted version
Peer-reviewed
Repository URI
Repository DOI
Change log
Authors
Taber, Keith https://orcid.org/0000-0002-1798-331X
Abstract
This comment discusses some issues about the use and reporting of experimental studies in education, illustrated by a recently published study that claimed (i) that an educational innovation was effective despite outcomes not reaching statistical significance, and (ii) that this refuted the findings of an earlier study.The two key issues raised concern how the research community should understand the concept of refutation when comparing across studies, and whether the adoption of inferential statistics in a study should bind researchers to accept the inferences such tests suggest.
Description
Keywords
Journal Title
Chemistry Education Research and Practice
Conference Name
Journal ISSN
1756-1108
Volume Title
Publisher
Publisher DOI
Publisher URL
Rights
All rights reserved
Sponsorship
No specific funding