Effect Sizes in Qualitative Research: A Prolegomenon

By Anthony J. Onwuegbuzie. 2003

280 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c8a6edbad08b7e8371530d6b8d4a7af4aaf53f5a

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Citations in the corpus

Enhancing the Interpretation of Significant Findings: The Role of Mixed Methods Research (2004, methodology): “According to Onwuegbuzie (2003b), many researchers neglect to assess the presence of interactions when testing hypotheses.”
Mixed Research as a Tool for Developing Quantitative Instruments (2010, methodology): “Onwuegbuzie (2003) originally proposed the concept of factor-analyzing emergent themes.”
The use of mixed methods research in the field of behavioural sciences (2011, methodology): “This study was a mixed methods research to analyze the types of research studies published in reputable journals in the behavioural science field, specifically mixed methods publications, following Onwuegbuzie and Leech (2009) framework to identify an optimal sampling design.”
Compassion Fatigue, Secondary Traumatic Stress, and Vicarious Traumatization: a Qualitative Review and Research Agenda (2019, background): “However, from a theoretical viewpoint, many qualitative studies aiming to find common themes across participants should aim to ensure a representative sample if these themes are intended to reflect a common empathy-based stress process (Onwuegbuzie 2003).”
Sampling Designs in Qualitative Research: Making the Sampling Process More Public (2007, methodology): “7 Onwuegbuzie and Teddlie (2003) refer to designs that use quantitative data to generate qualitative data as sequential (mixed) quantitative-qualitative analyses—specifically, quantitative extreme case analyses.”
Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis (2007, methodology): “The trace, or proportion of variance explained by each factor after rotation, served as an effect size index for each meta-theme (Onwuegbuzie, 2003a).”
A Call for Qualitative Power Analyses (2007, background): “As noted by Onwuegbuzie (2003) , words that arise from a study participant serve as sample units of data that represent the total number of words existing from that sample member.”
Measuring and Understanding the Effects of Entrepreneurial Awareness Education (2013, background): “Frequency effect sizes (FES) indicate the prevalence rate of each theme/belief in the student sample (Onwuegbuzie 2003).”
Mixed methods research in school psychology: A mixed methods investigation of trends in the literature (2008, methodology): “Furthermore, by conducting mixed methods studies, researchers are in a better position to combine empirical precision with descriptive precision (Onwuegbuzie, 2003a).”
An Exemplar for Teaching and Learning Qualitative Research (2012, methodology): “The concept of truth-space (Onwuegbuzie, 2003a) was utilized whereas the sample of words collected through the interview remained true and directly related to the intent and focus of the research questions.”
A Model Incorporating the Rationale and Purpose for Conducting Mixed-Methods Research in Special Education and Beyond (2006, background): “Onwuegbuzie (2003b) ;Contended that mixed-methods studies allow researchers Onwuegbuzie &Leechto combine “empirical” precision with “descriptive” (2005) precision These three techniques for extracting methodological papers (i.e.,database searching,attending conferences,snowballing) led to what we de”
Administering Quantitative Instruments with Qualitative Interviews: A Mixed Research Approach (2013, methodology): “, exploratory factor analysis of qualitative data) and/or quantitative data/findings using qualitative techniques (e.g., thematic analysis of quantitative data; Onwuegbuzie, 2003; Onwuegbuzie & Teddlie, 2003) • Display: to present visually qualitative and quantitative results within the same display”
A Mixed Research Investigation of Factors Related to Time to the Doctorate in Education (2011, methodology): “That is, for each participant, the theme was scored “1” if one or more significant statements made by the participant was classified under that theme, and scored “0” otherwise (Onwuegbuzie, 2003; Onwuegbuzie & Teddlie, 2003).”