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Education as a Fixed Effect Fallacy [microform] / T. Mark Beasley
Bib ID 5568003
Format MicroformMicroform, BookBook
Author
Beasley, T. Mark
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1994 
22 p. 
Summary

In educational research, nonessential factors are commonly ignored and when accounted for, they are often treated statistically as fixed effects. Yet many researchers in these situations generalize their findings beyond the specific levels selected; however, the analyses may require treating the factor as a random effect. Such inappropriate analyses create the potential for an "education-as-fixed-effect fallacy." The present paper takes Clark's (1973) comments on the "language as fixed-effect fallacy" and applies them to educational research. The distinction between fixed and random models and the use of the quasi-F statistic are reviewed. Examples of commonly used mixed models with derivation of expected mean squares are provided and general guidelines for defining factors as fixed or random are suggested. (Contains 30 references.) (Author)

Notes

ERIC Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (17th, February 12, 1994).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Analysis of Variance.  |  Behavioral Science Research.  |  Educational Research.  |  Equations (Mathematics)  |  Error of Measurement.  |  Models.  |  Research Problems.  |  Robustness (Statistics)  |  Statistical Distributions.  |  Fallacies Fixed Effects  |  F Test Random Effects
Form/genre Reports, Evaluative.  |  Speeches/Meeting Papers.
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