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ERIC Number: ED562324
Record Type: Non-Journal
Publication Date: 2015
Pages: 5
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: N/A
Incomplete Reporting: Addressing the Prevalence of Outcome-Reporting Bias in Educational Research
Trainor, Brian; Polanin, Joshua; Williams, Ryan; Pigott, Terri
Society for Research on Educational Effectiveness
Outcome reporting bias refers to the practice of omitting from primary studies outcomes that were actually collected. When primary studies do not report on all the outcomes assessed, there is an incomplete understanding of a phenomenon that may be compounded when the study is included in a systematic review of research. Outcome reporting bias is well-documented in the medical literature (see, for example, Vedula et al., 2009; Chan et al., 2004) through the comparison of research protocols and unpublished reports of research with their published version. In many of these studies, statistical significance was related to the likelihood that an outcome was reported. In education, a recent paper by Pigott et al. (2013) demonstrates the presence of outcome reporting bias in educational research. Through a comparison of dissertations with their published versions, Pigott et al. found that outcomes failing to produce a statistically significant result in a dissertation were 30% more likely to be omitted from a published version of the dissertation when compared to those outcomes that were statistically significant. The purpose of the proposed paper is to extend the work done by Pigott et al. (2013) on outcome-reporting bias in educational research to examine other potential correlates for incomplete reporting. The data sources will include the 79 dissertation-published paper pairs collected by Pigott et al. (2013). These 79 pairs examine an educational intervention conducted with K-12 students using either an experimental or quasi-experimental design. A total of 9,530 dissertations were identified. Of these dissertations, 621 reported on an educational intervention for students in PreK-12. Within the 79 dissertations, 1,599 treatment outcomes were reported. For this update, the authors are expanding the coding of the dissertation-published paper pairs using these variables. They are also checking for published versions of the original 621 dissertations that may have appeared since the search ended in May 2011.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A