https://orcid.org/0000-0003-4122-7730
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ABSTRACT
Educational researchers advocate the use of an effect size and its confidence interval to assess the effectiveness of interventions instead of relying on a p-value, which has been blamed for lack of reproducibility of research findings and the misuse of statistics. The aim of this study is to provide a framework, which can provide direct evidence of whether an intervention works for the study participants in an educational trial as the first step before generalizing evidence to the wider population. A hierarchical Bayesian model was applied to ten cluster and multisite educational trials funded by the Education Endowment Foundation in England, to estimate the effect size and associated credible intervals. The use of posterior probability is proposed as an alternative to p-values as a simple and easily interpretable metric of whether an intervention worked or not. The probability of at least one month’s progression or any other appropriate threshold is proposed to use in education outcomes instead of using a threshold of zero to determine a positive impact. The results show that the probability of at least one month’s progress ranges from 0.09 for one trial, GraphoGame Rime, to 0.94 for another, the Improving Numeracy and Literacy trial.
Acknowledgements
This research was funded by the Education Endowment Foundation, who we would also like to thank for comments on the paper. We would also like to thank FFT, part of the Fischer Family Trust, for enabling access to EEF’s data archive. Ethical approval for this research was provided by the School of Education Ethics Committee at Durham University.
Disclosure statement
No potential conflict of interest was reported by the author(s).