Click to edit Master notes styles
Second Level
Third Level
Fourth Level
Fifth Level
UCAN Staff Seminar Series Presentation
The focus of this presentation is on introducing you to ways in which primary empirical studies of psychological change can use statistical techniques and knowledge from meta-analyses to improve their quality.
N=10, because a larger effect is needed in order to achieve statistical significance
You may be thinking that this all sounds like some pretty difficult to understand mathematics.
On the contrary, one of the excitements about meta-analysis is that it makes some of the most complicated research incredibly simple to understand and to communicate to practitioners and the public.
In order to understand the meta-analytic results for outdoor education, one must understand what an ‘effect size’ is.
Explain ES using whiteboard (using normal curves, etc.)
“In practice, a small ES can be very impressive if, for example, the outcome is difficult to change (e.g. a personality construct) or if the outcome is very valuable (e.g. an increase in life expectancy).  On the other hand, a large ES doesn’t necessarily mean that there is any practical value if it isn’t related to the aims of the intervention (e.g. religious orientation).”
- Neill & Richards (1998, p.3)
“Cohen’s (1977) caveat that it is better to obtain comparison standards from the professional literature than to use arbitrary guidelines of small, medium, and large effect sizes.”
- Cason & Gills (1994, p.44)