Abstract
In the educational research literature, alpha and p are often conflated. Paradoxically, alpha retains a prominent place in textbook discussions of such topics as statistical hypothesis testing, multivariate analysis, power, and multiple comparisons, whereas it seems to have been supplanted by p in the results sections of journal articles. The unique contributions of both alpha and p are discussed and a plea is made for using both conventions in summarizing the outcomes of tests of significance.
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