Abstract

The purpose of this study is to investigate effect size reporting and interpreting practices in Turkish academic journals in the field of education which are indexed in Social Sciences Citation Index. For this purpose, 990 articles published in four journals between the years 2007-2011 were selected for investigation. Among these articles, 480 of them were included in the study in accordance with reportable effect sizes. The results of the study showed that only in 35 of the articles (i. e. 7.2%) researchers reported the effect size values obtained. Besides, researchers interpreted the effect size only in 21 of them. The results of the study also revealed that there are no significant differences among journals with respect to effect size reporting and interpreting χ2 (3, n = 483) = 7. 30, p = .06, Cramer’s V = .12.

Key words: Education, research, effect size, practical significance, statistical significance