Do Published Studies Yield larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-Review
The purpose of this study is to estimate the extent to which publication bias is present in education and special education journals. Meta-analyses are increasingly used as the basis for making educational decisions. Research suggests that publication bias continues to exist in meta-analyses that are published. The data reveal that 58% of meta-analyses did not test for possible publication bias. This paper shows that published studies were associated with significantly larger effect sizes than unpublished studies (d=0.64). The authors suggest that meta-analyses report effect sizes of published and unpublished separately in order to address issues of publication bias.
Citation:Chow, J. C., & Ekholm, E. (2018). Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review.