I usually give an example of results that are statistically significant because of large samples, but have little meaning in the real world. In other words, they're "real" but "not important."
That makes it easy to talk about a statistic that reflects magnitude of group differences. It's really very intuitive. (I don't discuss the math involved). Paul Okami ----- Original Message ----- From: "Hatcher, Joe" <[EMAIL PROTECTED]> To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]> Sent: Monday, August 16, 2004 12:18 PM Subject: teaching effect size > Hi Tipsters, > > I apologize for the cross-posting. > > I teach the first semester of our two-semester Research Design and > Statistics class, my part of which goes through t-tests and requires a > completed project. When I first started teaching the course, "effect size" > wasn't one of the topics covered. In trying to update the class, I would > like to teach this concept, but I'm having some trouble, as it doesn't come > as naturally to me as do some of the other topics, and most of the > explanations of effect size seem very complicated. > Can someone point me to a method to teach effect size that is easily > understood by undergraduates? > > Joe Hatcher > Ripon College > Ripon, WI > [EMAIL PROTECTED] > > > > Joe W. Hatcher, Jr., Ph.D. > Psychology > Ripon College > Ripon, WI 54971 > USA > [EMAIL PROTECTED] > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
