This comment discusses some issues about the use and reporting of experimental studies in education, illustrated by a recently published study that claimed (i) that an educational innovation was effective despite outcomes not reaching statistical significance, and (ii) that this refuted the findings of an earlier study. The two key issues raised concern how the research community should understand the concept of refutation when comparing across studies, and whether the adoption of inferential statistics in a study should bind researchers to accept the inferences such tests suggest.

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SW Watson，AV Dubrovskiy和ML Peters，Chem。发表的评论“通过协作计算机pH模拟来增加化学专业的学生的知识，信心和对pH的概念性理解”。教育。Res。实用医学，2020，21，528

该评论讨论了有关在教育中使用和报告实验研究的一些问题，最近发表的一项研究表明了这一点，该研究声称：（i）尽管成果未达到统计学显着性，但教育创新还是有效的；（ii）驳斥了研究结果。较早的研究。提出的两个关键问题涉及研究团体在进行跨研究比较时应如何理解反驳的概念，以及在研究中采用推论统计学是否应约束研究人员接受此类检验所暗示的推论。