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dc.contributor.authorC. Funk, Danielen_US
dc.contributor.authorH. Robinson, Danielen_US
dc.contributor.authorHalbur, Duaneen_US
dc.contributor.authorO'Ryan, Leslieen_US
dc.date.accessioned2017-05-03T14:32:26Z
dc.date.available2017-05-03T14:32:26Z
dc.date.issued2003en_US
dc.date.modified2009-12-21T03:11:03Z
dc.identifier.issn10855300en_US
dc.identifier.urihttp://hdl.handle.net/10072/27803
dc.description.abstractThe .05 alpha level has long served as a standard for significance testing in educational research, a tradition that began with Ronald Fisher and Karl Pearson. Unlike previous authors who have criticized this tradition, we attempted to explain empirically why .05 is the preferred alpha level. In five experiments, undergraduate and graduate students were asked to consider after how many consecutive occurrences of either selecting red cards or obtaining "heads" coin flips would they consider the results not likely due to chance. Results showed that the modal stopping points, or most persons' thresholds for the dismissal of results as due to chance, had probabilities close to .05. Thus, the .05 alpha level appears to have a psychological basis.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherMid-South Educational Research Associationen_US
dc.publisher.placeJohnson City, TN, United Statesen_US
dc.publisher.urihttp://www.msstate.edu/org/msera/rits.htmen_AU
dc.relation.ispartofpagefrom79en_US
dc.relation.ispartofpageto86en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalResearch in the Schoolsen_US
dc.relation.ispartofvolume10en_US
dc.subject.fieldofresearchcode330101en_US
dc.titleThe .05 Level of Significance in Educational Research: Traditional, Arbitrary, Sacred, Magical, or Simply Psychologicalen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2003
gro.hasfulltextNo Full Text


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