The Unit of Analysis: Group Means versus Individual Observations

Hopkins, Kenneth D.

doi:10.2307/1162366

Cited by 54 publications

(74 citation statements)

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“…BSBT'yi tek eş değişken olarak seçmek analize devam etmek için makuldür. Çalışmadaki öğrenciler; analizin birimi olarak belirlenmiş ve her bir sınıf; deneysel birimi ifade eder (Hopkins, 1982;Peckham, Glass ve Hopkins, 1969). Analizlerin öğesi olarak öğrencileri seçmek, etkileşim ve genellenebilirlikle ilgili diğer ilginç soruları keşfetmemizi sağlar (Hopkins, 1982).…”

Section: Bulgularunclassified

The Effect of Context Based Chemistry Instruction on 9th Grade Students’ Understanding of Cleaning Agents Topic and Their Attitude Toward Environment

Elmas

Geban

2016

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Section: Bulgularunclassified

The Effect of Context Based Chemistry Instruction on 9th Grade Students’ Understanding of Cleaning Agents Topic and Their Attitude Toward Environment

Elmas

Geban

2016

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“…In their places, researchers have proposed that nested or hierarchical ANCOVA be used in order to account for variances due to treatments, classes, and individual students nested within classrooms (Hopkins, 1982;Lindman, 1992;Morran, Robison & Hulse-Killacky, 1990;Robert, 2000). Hierarchical ANCOVA combines features from a hierarchical research design with those of analysis of covariance.…”

Section: Hierarchical Ancovamentioning

confidence: 99%

“…There is, however, one issue remaining: what is the proper unit of analysis in quasi-experimental studies, class means or individual scores? (Barcikowski, 1981;Blair & Higgins, 1986;Hopkins, 1982;Morran, Robison, & Hulse-Killacky, 1990;Peckham, Glass, & Hopkins, 1969).…”

Section: Introductionmentioning

confidence: 99%

“…Another reason for regarding individuals as the unit of analysis is to retain the variability at the individual level, thus, maximizing information a research can glean from the data. This approach further affords researchers the opportunity to study the effects of certain organismic or demographic characteristics and their interactions with independent variables on the dependent variable (Hopkins, 1982;Morran, Robinson, & HulseKillacky, 1990;Peckham, Glass, & Hopkins, 1969). It is impossible to study these effects if group means are analyzed.…”

Section: Introductionmentioning

confidence: 99%

“…As Hopkins (1982) showed that the recommendation of using class means proves to be restrictive, unnecessary, and less powerful than alternatives that are derived directly from individual data and proper statistical models. A better treatment of the inter-dependence among units of observation is to employ an efficient statistical modeling technique, such as the hierarchical ANCOVA, that adequately represents the condition under which data were collected and provides the greatest statistical power and external validity.…”

Section: Introductionmentioning

confidence: 99%

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The Use Of Hierarchical ANCOVA In Curriculum Studies

Liou¹,

Peng

2006

J. Mod. App. Stat. Meth.

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Many educational studies are carried out in intact settings, such as classrooms or groups in which individual data were collected before and after a treatment. Researchers advocate either the use of individual scores as the unit of analysis or class means. Both approaches suffer from conceptual and methodological limitations. In this article, the use of hierarchical ANCOVA for analyzing quasiexperimental data including baseline measures is designed and promoted. It is illustrated with a realworld data set collected from a curriculum study. Results showed that the hierarchical ANCOVA is a conceptually and methodologically sound approach, and is better than ANCOVA based on individual scores or ANCOVA based on class means. The potential of using hierarchical ANCOVA designs for curriculum studies is discussed in terms of statistical power and congruence with study plans.

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Expert testimony in recovered memory trials: Effects on mock jurors' opinions, deliberations and verdicts

Buck

Warren

2009

Applied Cognitive Psychology

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The current study examined the impact of adversarial expert testimony on deliberations and verdicts in a mock trial involving recovered memories of child sexual abuse. Participants (N ¼ 238) were randomly assigned to one of the six conditions in a 2 (Defense Expert: absent or present) Â 3 (Plaintiff Expert: absent, general or specific/therapist) factorial design. After reading the mock trial transcript, participants completed a questionnaire and deliberated to reach a jury verdict. The defense expert's statements effectively reduced the number of pro-plaintiff verdicts and the plaintiff's credibility. These effects were not mitigated by the plaintiff experts, suggesting that the plaintiff experts may only confirm jurors' prior pro-repression beliefs.

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The Unit of Analysis: Group Means versus Individual Observations

Cited by 54 publications

References 0 publications

The Effect of Context Based Chemistry Instruction on 9th Grade Students’ Understanding of Cleaning Agents Topic and Their Attitude Toward Environment

The Effect of Context Based Chemistry Instruction on 9th Grade Students’ Understanding of Cleaning Agents Topic and Their Attitude Toward Environment

The Use Of Hierarchical ANCOVA In Curriculum Studies

Expert testimony in recovered memory trials: Effects on mock jurors' opinions, deliberations and verdicts

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