Intraclass Correlation Values for Planning Group-Randomized Trials in Education

By L. Hedges, E. Hedberg. 2007

864 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a8b59562d8ff6cdfccceb61fca7722b5ec83d64f

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Citations in the corpus

Word processing programs and weaker writers/readers: a meta-analysis of research findings (2012, methodology): “To correct effect variance, an estimate of the ratio of between group variance to total variance (i.e., intra-class correlation or ICC) was imputed using ICC estimates for reading comprehension from national studies ( Hedges & Hedberg, 2007 ) adjusted to the writing quality ICC from a large multi-st”
Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms (2012, background): “With student achievement measures, we know this is generally not the case (e.g., Hedges and Hedberg 2007).”
Active learning increases student performance in science, engineering, and mathematics (2014, background): “A recent paper reviewed ICCs for academic achievement in mathematics and reading for a national sample of K–12 students (44).”
Dealing With Dependence (Part I): Understanding the Effects of Clustered Data (2010, methodology): “A recent review by Hedges and Hedberg (2007) indicates that when the school represents the cluster variable, the average ICC for student academic achievement (in either mathematics or reading) is .22.”
Formative Assessment and Writing (2015, methodology): “…Graham, McKeown, et al. (2012) and Morphy and Graham (2012), ICCs were imputed using ICC estimates for reading comprehension from national studies (Hedges & Hedberg, 2007) that were adjusted to writing quality ICCs, using data from a large multistate study of writing involving a single grade…”
The impact of shared book reading on children's language skills: A meta-analysis (2018, methodology): “First, we multiplied the effect size by the following factor (Hedges, 2007): 1 We replicated the analyses using different values of pre-post-test correlations and reliability coefficients (range 0.30–0.80).”
The Implications of “Contamination” for Experimental Design in Education (2011, background): “Hedges and Hedberg (2007) found conditional ICCs as low as .03 in surveys measuring academic achievement.”
Multilevel Modeling and Ordinary Least Squares Regression: How Comparable Are They? (2018, background): “The average ICCs ranged from .08 to .25, which coincided with ICCs typically found in an educational context (see Hedges & Hedberg, 2007).”
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, result): “This ICC value was much smaller than 10%, the value found in many other school performance studies, and thus suggested the multilevel analyses approach might not be warranted (Hedges & Hedberg, 2007; Kreft, 1996; Kreft & de Leeuw, 1998).”
Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial (2011, methodology): “To increase the precision of these estimates, the pre-K pretest was included as a covariate at the child, classroom, and school levels (Hedges & Hedberg, 2007).”
Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, methodology): “Because researchers did not report ICCs, we used a conservative estimate (.2) as an ICC approximation based on the findings of Hedges and Hedberg (2007), who concluded that the mean (across grade level) ICC for reading outcomes was .224.”
Modeling Clustered Data with Very Few Clusters (2016, methodology): “…an ICC of 0.20 in accordance with common ICC values in educational psychology research (the area of application motiving the study) seen in practice (Hedges & Hedberg, 2007).11 Population values for regression coefficients were based on eta squared and then converted to Cohen’s d as outlined in…”