Statistical Analysis for Education and Psychology Researchers

7. Is the design efficient? e.g., Is the design balanced, is sampling error
   reasonable and will precision be adequate, have potential sources of
   error been identified?


8. What strategies will be used to deal with missing or incomplete data?
   e.g., Are missing and not applicable responses distinguished in data
   coding?


9. Are proposed statistical procedures appropriate? e.g., Have levels of
   measurement, data distributions been checked and transformations
   been considered?


10. If inferential tests or estimation of parameters are intended has an
    underlying statistical model been specified? e.g., Have model
    assumptions such as homogeneity of variance for ANOVA been
    checked?

Figure 1.4: Statistical guidelines for

planning a quantitative study

Statistical analysis for education and psychology researchers 16