Debunking the myth of the “highly significant” result: Effect sizes in gifted education research

The use of statistical effect sizes in educational research is frequently recommended, especially with the recent emphasis on meta‐analysis of research results. The purpose of this article is to describe the utility of effect size reporting and interpretation and to investigate the use of statistical effect sizes in research on giftedness. Research articles published in a five‐year span in Journal for the Education of the Gifted, Roeper Review, Gifted Child Quarterly, and a collection of journals not directly associated with gifted education were content analyzed with respect to the reporting of effect sizes. Results suggest that effect sizes generally are not included in research articles, with results consistent across journals.