What is meta-analysis? ESRC Research Methods Festival Oxford 8 th July, 2010 Professor Steven Higgins Durham University [email protected].

What is meta-analysis?

ESRC Research Methods FestivalOxford

8th July, 2010

Professor Steven HigginsDurham University

[email protected]

Key points

Understanding ‘effect-size’ Why do we need it? What are its limitations? What is its potential?

What is an “effect size”?

Standardised way of looking at difference Different methods for calculation

Odds Ratio Correlational (Pearson’s r) Standardised mean difference

Difference between control and intervention group as proportion of the dispersion of scores

Examples of Effect Sizes:

ES = 0.2“Equivalent to the difference in heights between 15 and 16 year old girls”

58% of

control group below

mean of experimental

group

Probability you could guess which group a person was in = 0.54Change in the proportion above a given threshold:

from 50% to 58% or from 75% to 81%

“Equivalent to the difference in heights between 14 and 18 year old girls”

69% of

control group below

mean of experimental

group

Probability you could guess which group a person was in = 0.60

ES = 0.5

Change in the proportion above a given threshold:from 50% to 69% or from 75% to 88%

“Equivalent to the difference in heights between 13 and 18 year old girls”

79% of

control group below

mean of experimental

group

Probability you could guess which group a person was in = 0.66

ES = 0.8

Change in the proportion above a given threshold:

from 50% to 79% or from 75% to 93%

Significance versus effect size

Traditional test is of statistical ‘significance’ The difference is unlikely to have occurred by

chance However it may not be:

Large Important, or even Educationally ‘significant’

The rationale for using effect sizes Traditional reviews focus on statistical significance

testing Highly dependent on sample size Null finding does not carry the same “weight” as a

significant finding Meta-analysis focuses on the direction and

magnitude of the effects across studies From “Is there a difference?” to “How big is the

difference?” and “How consistent is the difference?” Direction and magnitude represented by “effect size”

Meta-analysis

Synthesis of quantitative data Cumulative Comparative Correlational

“Surveys” educational research (Lipsey and Wilson, 2001)

Forest plots

Effective way of presenting results Studies, effect sizes, confidence intervals Provides an overview of consistency of effects Summarises an overall effect (with confidence

interval) Useful visual model of a meta-analysis

Anatomy of a forest plot…

Studies

N of studyLine of no effect

C.I

Study effect size

Pooled effect size

Pooled effect size

Study effect size (with C.I.)

Weighting of study in meta-analysis

Issues and challenges in meta-analysis

Conceptual Reductionist - the answer is 42 Comparability - apples and oranges Atheoretical - ‘flat-earth’

Technical Heterogeneity Publication bias Methodological quality

Schulze, R. (2007) The state and the art of meta-analysis Zeitschrift fur Psychologie/ Journal of Psychology, 215 pp 87 - 89.

RDI in Quantitative Synthesis Collaboration between the Universities of

Durham, Birmingham and the Institute of Education, University of London

Rob Coe, Mark Newman, James Thomas and Carole Torgerson

Levels 1 and 2: Intro and practical training Durham, Edinburgh London, Belfast, York, Cardiff

Level 3: expert workshops Prof Mark Lipsey, Prof Larry Hedges,

Doctoral support through BERA

References, further readings and information

Books and articlesBorenstein, M., Hedges, L.V., Higgins, J.P.T. & Rothstein, H.R. (2009) Introduction to Meta Analysis (Statistics in Practice) Oxford: Wiley

Blackwell.Chambers, E.A. (2004). An introduction to meta-analysis with articles from the Journal of Educational Research (1992-2002). Journal of

Educational Research, 98, pp 35-44.Cooper, H.M. (1982) Scientific Guidelines for Conducting Integrative Research Reviews Review Of Educational Research 52; 291.*Cooper, H.M. (2009) Research Synthesis and meta-analysis: a step-by-step approach London: SAGE Publications (4th Edition).Cronbach, L. J., Ambron, S. R., Dornbusch, S. M., Hess, R.O., Hornik, R. C., Phillips, D. C., Walker, D. F., & Weiner, S. S. (1980). Toward

reform of program evaluation: Aims, methods, and institutional arrangements. San Francisco, Ca.: Jossey-Bass. Glass, G.V. (2000). Meta-analysis at 25. Available at: http://glass.ed.asu.edu/gene/papers/meta25.html (accessed 9/9/08)Lipsey, Mark W., and Wilson, David B. (2001). Practical Meta-Analysis. Applied Social Research Methods Series (Vol. 49). Thousand Oaks,

CA: SAGE Publications.Torgerson, C. (2003) Systematic Reviews and Meta-Analysis (Continuum Research Methods) London: Continuum Press.

WebsitesWhat is an effect size?, by Rob Coe: http://www.cemcentre.org/evidence-based-education/effect-size-resources The meta-analysis of research studies: http://echo.edres.org:8080/meta/The Meta-Analysis Unit, University of Murcia: http://www.um.es/metaanalysis/The PsychWiki: Meta-analysis: http://www.psychwiki.com/wiki/Meta-analysis Meta-Analysis in Educational Research: http://www.dur.ac.uk/education/meta-ed/