在多站点实验中将相互作用合并为误差项

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational and Behavioral Statistics Pub Date : 2022-07-04 DOI:10.3102/10769986221104800
Wendy Chan, L. Hedges
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引用次数: 1

摘要

在教育和社会科学中,使用(广义)随机分组设计的多站点现场实验在站点内为个体分配治疗方法是很常见的。在这种设计下,有两种可能的兴趣估计,它们根据站点或块是固定的还是随机的效果而不同。在经典实验设计中,当假设各个位点的平均处理效果相同时,通常会忽略处理相互作用的位点,并将其“汇集”到误差项中。然而,先前的工作并没有解决当位点与治疗相互作用不为零时池化的后果。本研究通过处理相互作用评估了在非零位点存在时池化对推断的影响。我们导出了池化处理效果的测试统计量的小样本分布,并说明了当相互作用不为零时对拒绝率的影响。我们利用这些结果为开展基于多站点设计的研究的研究人员提供建议。
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Pooling Interactions Into Error Terms in Multisite Experiments
Multisite field experiments using the (generalized) randomized block design that assign treatments to individuals within sites are common in education and the social sciences. Under this design, there are two possible estimands of interest and they differ based on whether sites or blocks have fixed or random effects. When the average treatment effect is assumed to be identical across sites, it is common to omit site by treatment interactions and “pool” them into the error term in classical experimental design. However, prior work has not addressed the consequences of pooling when site by treatment interactions are not zero. This study assesses the impact of pooling on inference in the presence of nonzero site by treatment interactions. We derive the small sample distributions of the test statistics for treatment effects under pooling and illustrate the impacts on rejection rates when interactions are not zero. We use the results to offer recommendations to researchers conducting studies based on the multisite design.
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
期刊介绍: Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.
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