Neglect of publication bias compromises meta-analyses of educational research.
Because negative findings have less chance of getting published, available studies tend to be a biased sample. This leads to an inflation of effect size estimates to an unknown degree. To see how meta-analyses in education account for publication bias, we surveyed all meta-analyses published in the...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Public Library of Science (PLoS)
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/dd44a95b262245719d9e5570992d1e61 |
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| Sumario: | Because negative findings have less chance of getting published, available studies tend to be a biased sample. This leads to an inflation of effect size estimates to an unknown degree. To see how meta-analyses in education account for publication bias, we surveyed all meta-analyses published in the last five years in the Review of Educational Research and Educational Research Review. The results show that meta-analyses usually neglect publication bias adjustment. In the minority of meta-analyses adjusting for bias, mostly non-principled adjustment methods were used, and only rarely were the conclusions based on corrected estimates, rendering the adjustment inconsequential. It is argued that appropriate state-of-the-art adjustment (e.g., selection models) should be attempted by default, yet one needs to take into account the uncertainty inherent in any meta-analytic inference under bias. We conclude by providing practical recommendations on dealing with publication bias. |
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