教育量化研究的统计“误区”--基于234篇CSSCI文献分析

Statistical"Misunderstanding"in Educational Quantitative Research:Based on 234 CSSCI Literature Analysis

教育量化研究旨在通过测量、统计、推论分析教育现象,探究教育规律和指导教育实践。能否正确运用教育统计方法,直接影响研究结果科学性和指导教育实践有效性。本研究以35种教育类CSSCI来源期刊(2019-2020版)234篇教育量化研究论文为样本文献,设计《教育统计方法应用检核表》,记录文献中涉及的教育统计方法和归纳常见的统计“误区”。结果发现,当前教育量化研究存在误用统计方法、参数报告不完整和不规范、相关回归误作因果推论等“误区”。教育类专业可适当增加研究方法实操和数理统计课程,教育研究领域应加快制定教育量化研究论文写作规范以及完善同行评审制度,举办教育统计分析工作坊等,助力我国教育实证研究发展。

Educational quantitative research aims to analyze educational phenomena through measurement,statistics,and inferences,to explore educational laws and guide educational practices.The correct use of educational statistical methods affects the scientificity of research results and the effectiveness of educational practice.The current research is based on the 234 CSSCI educational quantitative research literature from 35 educational CSSCI source journals(2019-2020 editions)as sample documents,and designs the"Checklist for the Application of Educational Statistics Methods"to record the educational statistical methods involved in the literature,and summarized the common statistical"mistakes".The results show that there are some"errors"in current educational quantitative research,such as misuse of statistical methods,incomplete and irregular parameter reports,correlation regression mistaken for causal inference.In the field of educational research,it is necessary to accelerate the formulation of standards for empirical writing,improve the peer review system,and hold workshops on quantitative research and statistical analysis to facilitate the development of empirical research in China.