• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.45-61
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• 2014

In this study, the meta-analysis technique was applied to investigate the effectiveness of gifted education in non-cognitive areas. Studies conducted during the years from 2002 to 2012 were searched and then the outcomes from the 18 studies were used for meta-analysis. The statistically positive effects were in the leadership programs (the combined effect size=1.226, p<.001), in the career programs (the combined effect size=1.103, p<.001), in the programs related to social skills (the combined effect size=1.684, p<.001), in the programs for gifted students who show underachievement (the combined effect size=1.486, p<.001), and in the bibliotherapy programs (the combined effect size=0.613, p<.001) for the gifted. Implications of the study were discussed in depth based on the results.

• Journal of Korean Ophthalmic Optics Society
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• v.20 no.2
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• pp.201-210
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• 2015

Purpose: In order to aggregate effect of the improvement of binocular vision function by vision therapy, total mean effect size, mean effect size by dependent variables, and effect size by characteristics of the subjects and characteristics of treatment were analyzed by meta-analysis. Methods: We analyzed data from 14 Korean National primary studies, which reported effects of vision therapy programs, using meta-analysis. Results: The effect size of total mean was 1.207, which showed high effect. The mean effect size according to the subcategory of the binocular dysfunctions was the highest for vergence dysfunctions group (2.989), followed by accommodative dysfunctions group (0.868) and group with both vergence dysfunctions and accommodative dysfunctions (0.692). The effect size according to the characteristics of the subjects was the highest in the vision therapy conducted in the binocular dysfunctions group (2.509) that had no other dysfunctions. The mean effect size according to the number of programs was the highest (2.310) for 7 times a week. Vision therapy for improving the binocular functions was the most effective (2.019) in 8 weeks later from vision therapy start. Conclusions: It can prove that the therapy for the improvement of binocular vision function is effective through that each result of the vision therapy effect is converted to mean effect size, and being objectifying the mean effect size.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.551-560
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• 2018

The purpose of this study was to examine the effectiveness of drama program for early children by using method of meta-analysis. For the purpose of the study, master's theses, doctoral dissertations, and journal articles published in Korea up to April, 2017 were systematically reviewed. As a result, a total of 39 studies were eligible for the inclusion criteria. The mean effect sizes and test for homogeneity of effect size(Q-statistic) were analyzed by using Comprehensive Meta-Analysis software 2.0. The main findings of the study were as follows. First, the average effect sizes for drama program were ES=1.922 of verbal expression, ES=1.898 of emotional intelligence, ES=1.558 of creativity, ES= 1.292 of sociability. Second, by analysing the moderate variables of the effect size for drama program, 'age' of verbal expression, creativity and sociability, 'sessions' of verbal expression were statistically significant. Based on the study results, the research and practice implications were discussed.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.361-369
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• 2022

The purpose of this study was to review the effectiveness of drama program for the people with developmental disabilities in Korea by using method of meta-analysis. At first, master's theses, doctoral dissertations, and journal articles published in Korea up to January, 2022 were reviewed. Resultingly a total of 13 studies were eligible base upon the inclusion criteria. The mean effect sizes and test for homogeneity of effect size (Q-statistic) were analyzed by using Comprehensive Meta-Analysis Software 2.0. The main findings of this study are as follows. First, the average effect sizes for drama program for people with developmental disabilities were ES= 0.8335 for sociality, ES= 0.6512 of self-expression. Second, by analysing the moderate variables of the effect size for drama program for people with developmental disabilities, 'age', 'the number of session' 'the type of drama program', 'the major of drama director' were statistically significant. The research and practice implications of drama programs for people with developmental disabilities in Korea were suggested.

• Journal of the Korean Data and Information Science Society
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• v.23 no.3
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• pp.447-455
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• 2012

The purpose of this study is to examine the effect of reading development program on reading comprehension using meta-analysis method. The authors synthesized 70 studies regarding reading comprehension conducted during 2001 through 2011. The analyses revealed that 1) the average effect size of the reading development program yielded.763, which is regarded considerably large, 2) the effect size of elementary school group was the biggest, 1.030. There were statistically significant differences amongst school levels, 3) the average effect size of published journal articles was 1.250, which is statistically significantly larger than that of dissertation's.700, 4) regarding the methods to measure the effect of reading comprehension, the effect size of reading method was larger, and 5) the effect size of Korean reading development program was statistically larger than that of English reading development program. This study has limitation as it didn't include unpublished manuscripts, conference presentations, and the like, however this study is meaningful in terms that it tried to draw integrated conclusion about the effect of reading development programs using meta-analysis.

• The Journal of the Korea Contents Association
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• v.14 no.1
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• pp.528-536
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• 2014

The purpose of this study was to examine the effectiveness of drama education program for elementary school students by using method of meta-analysis. For the purpose of the study, master's theses, doctoral dissertations, and journal articles published in Korea up to July, 2013 were systematically reviewed. As a result, a total of 19 studies were eligible for the inclusion criteria. The mean effect sizes and test for homogeneity of effect size(Q-statistic) were analyzed by using Comprehensive Meta-Analysis software 2.0. The main findings of the study were as follows. First, the average effect sizes for drama education program were ES=1.103 of self-expression, ES=1.011 of self-esteem, ES= .858 of creativity and ES= .672 of sociality. Second, by analysing the moderate variables of the effect size for drama education program, 'sessions' were statistically significant. Based on the study results, the research and practice implications were discussed.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.476-485
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• 2014

This study was to examine the effectiveness of the Solution Focused Group Counseling Program for elementary school students by meta-analysis. For the purpose of the study, master's theses, doctoral dissertations, and journal articles published in Korea up to May, 2014 were systematically reviewed. As a result, a total of 20 studies were eligible for the inclusion criteria. The mean effect sizes and test for homogeneity of effect size (Q-statistic) were analyzed by using Comprehensive Meta-Analysis software 2.0. The main findings of the study were as follows: First, the average effect sizes for Solution Focused Group Counseling Program were ES=1.61 in self-esteem, ES=1.35 in school adjustment capacity, ES=1.07 in interpersonal relationship and ES=1.03 in self-efficacy, Second, the statistically significant moderate variables of the effect size for the Solution Focused Group Counseling Program were 'sessions' of self-esteem and 'sessions', 'running times' in school adjustment capacity. Based on the study results, the research and practice implications were discussed.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.205-213
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• 2015

This study was to examine the effectiveness of Positive Psychology Group Program in Korea by using method of meta-analysis. For the purpose of the study, master's theses, doctoral dissertations, and journal articles published in Korea up to June, 2015 were systematically reviewed. As a result, a total of 26 studies were eligible for the inclusion criteria. The mean effect sizes and test for homogeneity of effect size(Q-statistic) were analyzed by using Comprehensive Meta-Analysis software 2.0. The main findings of the study were as follows. First, the average effect sizes for Positive Psychology Group Program were ES=2.078 of happiness, ES= 1.847 of psychological well-being, ES= 1.645 of positive affect, ES=1.407 of life satisfaction ES=1.289 of self-esteem and ES=-1.208 of depressive symptoms. Second, the moderate variables of the effect size for Positive Psychology Group Program was 'age' of 'psychological well-being' and 'depressive symptoms'. Based on the study results, the research and practice implications were discussed.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.530-538
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• 2016

This study was to examine the effectiveness of Strengths-Focused Group Program in Korea by using method of Meta-analysis. For the purpose of the study, master's theses, doctoral dissertations, and journal articles published in Korea up to August, 2016 were systematically reviewed. As a result, a total of 25 studies were eligible for the inclusion criteria. The mean effect sizes and test for homogeneity of effect size(Q-statistic) were analyzed by using Comprehensive Meta-Analysis software 2.0. The main findings of the study were as follows. First, the average effect sizes for Strengths-Focused Group Program were ES=1.400 of Psychological Wellbeing, ES= 1.104 of School Adjustment, ES= 0.908 of Self-Esteem. Second, the moderate variables of the effect size for Strengths-Focused Group Program was 'age' of ' a characteristic of the program', and 'the major of group leader'. Based on the study results, the research and practice implications were discussed.

• Korean Journal of Family Social Work
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• no.23
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• pp.153-182
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• 2008

This study performed a meta-analysis on 45 research studies conducted in Korea on the relationship between domestic violence experience and juvenile delinquency. The meta-analysis calculated 125 effect sizes. The study then analyzed the effect of exposure to domestic violence on juvenile delinquency and evaluated the relationship according to research variables. The probabilities of juvenile delinquency by children who witnessed domestic violence, experienced violence directly, or experienced child abuse were 14%, 17.8% and 17.2% higher than that of children otherwise, respectively. However, the difference in experience types or child abuse types on mean effect sizes was not statistically significant. Cross effect between the type of domestic violence and the type of juvenile delinquency did not significantly impact the mean effect size of juvenile delinquency. The effect of domestic violence experience on delinquency was highest for junior high students, followed by elementary students and high school students, Difference in the effect size among groups was statistically significant. The effect size with respect to publication year was shown to have a minor static correlation, but the publication type was not meaningful. The study confirmed the effect of domestic violence on juvenile delinquency and emphasized that the responsibility of social environment in juvenile delinquency increase has been overlooked.