Abstract Through text analysis of 182 papers published in two core journals of chemical education from 2011 to 2024, the misuse and manipulation of p-values and their prevention strategies were investigated. The study found that the misuse of p-values mainly manifested in incorrect statements, incomplete reports, incorrect selection of significance levels, and neglect of sample size effects; p-hacking manifested in post hoc hypothesis setting, uncorrected multiple comparisons, and selective reporting of results. In response to these problems, the study proposed to establish methodological norms in the research design stage, establish a multivariate statistical indicator system including effect size and confidence interval, and improve the journal review mechanism. The p-value should be regarded as a component of statistical inference rather than the only criterion, and research practice needs to combine statistical rigor with practical educational value.
