Nothing's plenty: The significance of null results in physics education research

TL;DR

This paper emphasizes the importance of null results in physics education research, arguing they can provide valuable insights despite often being unpublished, and proposes principles for learning from such outcomes.

Contribution

It highlights the significance of null results in physics education research and offers guidelines for their interpretation and value in advancing understanding.

Findings

Null results are often underreported due to publication bias.

Null results can inform understanding of teaching and learning processes.

Guidelines are proposed for evaluating the value of null results.

Abstract

A central aim of physics education research is to understand the processes of learning and use that understanding to inform instruction. To this end, researchers often conduct studies to measure the effect of classroom interventions on student learning outcomes. Many of these intervention studies have provided an empirical foundation of reformed teaching techniques, such as active engagement. However, many times there is not sufficient evidence to conclude that the intervention had the intended effect, and these null results often end up in the file drawer. In this paper, we argue that null results can contribute significantly to physics education research, even if the results are not statistically significant. First, we review social sciences and biomedical research that has found widespread publication bias against null results, exploring why it occurs and how it can hurt the field. We then present three cases from physics education research to highlight how studies that yield null results can contribute to our understanding of teaching and learning. Finally, we distill from these studies some general principles for learning from null results, proposing that we should evaluate them not on whether they reject the null hypothesis, but according to their potential for generating new understanding.