Statistical applications in two leading educational administration journals

Abstract

Purpose The purpose of this study was to review research published by Journal of Educational Administration (JEA) and the Educational Administration Quarterly (EAQ) over the past ten years to examine the type of research reported and to determine if confidence intervals and effect sizes were being reported as recommended by the American Psychological Association (APA) Publication Manual. Design/methodology/approach The authors examined 95 volumes of the identified journals over the most recent ten‐year timeframe. Each empirical study was coded for decisions made during the analysis and information reported. A total of 473 journal articles were examined and included in the study. Descriptive measures were employed to provide insight into the use and frequency of reported confidence intervals, effect sizes, and the type of research that is currently published. Findings The results indicated that effect size was being reported in the majority of quantitative studies with limited interpretation. In contrast, no quantitative study examined over the ten‐year timeframe reported confidence intervals despite the recommendations of the APA Task Force on Statistical Inference and guidelines outlined in the most recent edition of the APA Publication Manual. Recommendations for statistical reform in reporting quantitative results in the JEA and EAQ are presented and future direction is discussed. Originality/value This paper is valuable for researchers wanting to place their findings in the proper context. By not reporting confidence intervals and effect size information, one does not know the true meaning of their results.

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