Random Responding from Participants is a Threat to the Validity of Social Science Research Results

Jason W. Osborne, Margaret R. Blanchard

Research in the social sciences often relies upon the motivation and goodwill of research participants (e.g., teachers, students) to do their best on low stakes assessments of the effects of interventions. Research participants who are unmotivated to perform well can engage in random responding on outcome measures, which can cause substantial mis-estimation of results, biasing results toward the null hypothesis. Data from a recent educational intervention study served as an example of this problem: participants identified as random responders showed substantially lower scores than other participants on tests during the study, and failed to show growth in scores from pre- to post-test, while those not engaging in random responding showed much higher scores and significant growth over time. Furthermore, the hypothesized differences across instructional method were masked when random responders were retained in the sample but were significant when removed. We remind researchers in the social sciences to screen their data for random responding in their outcome measures in order to improve the odds of detecting effects of their interventions.