• 한국의류학회지
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• 제40권6호
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• pp.1150-1163
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• 2016

This study makes use of meta-analysis to statistically integrate the quantitative results of individual research on the influence of fashion product attributes on purchase; in addition, this study utilizes the effect sizes of correlation coefficients. This study was based on 24 individual studies from January 2000 to March 2015. The meta-analysis analyzed 91 effect sizes and 24 studies and calculated the correlation coefficient effect sizes. A random effect model was employed for meta-analysis because the results for the homogeneity test indicated that the effect sizes of each research were heterogeneous. The analysis results are as follows. First, when the total effect sizes of the fashion product attributes that influence clothing purchase decisions were calculated as .256; this indicated that the effect size is slightly below the mid-sized level. Second, upon examining the effect sizes of the categorized fashion product attributes, the intrinsic attributes yielded .222, extrinsic factors yielded .235, and the compiled attributes yielded .420; this demonstrated that the compiled attributes have a larger effect size than individual attributes. Third, when they were measured by the characteristics of study targets, they were larger for a mixed-gender group than women as well as for ordinary citizens than university students. When the effect sizes were measured based on the characteristics of fashion products as suggested in the study, there were significant differences with respect to sportswear, followed by SPA brand clothing, general clothing, fashion accessories, and designer clothing. The cases where the clothing were purchased in non-retail stores were found to have a slightly larger effect size than those of offline retail stores when the effect sizes were measured based on purchase routes; however, the difference was not statistically significant. Next, an investigation of the trend of effect sizes based on published year via the meta regression analysis indicated slightly larger effect sizes as shown in more recent publications, but this was not statistically significant.

• 한국콘크리트학회:학술대회논문집
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• 한국콘크리트학회 2003년도 가을 학술발표회 논문집
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• pp.285-288
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• 2003

The compressive strength of concrete is used as the most fundamental and important material property when reinforced concrete structures are designed. It has been problem to use this value, however, because the control specimen sizes and shapes are different from every country. In this study, the effect of specimen shapes and sizes on compressive strength of concrete members was experimentally investigated based on fracture mechanics. Experiments for the mode I failure was earned out by using cylinder, cube, and prism specimens. The test results are curve fitted using least square method(LSM) to obtain the new parameters for the modified size effect law(MSEL). The analysis results show that the effect of specimen sizes and shapes on ultimate strength is apparent. The results also show stronger size effect in member when the casting direction is perpendicular to loading direction

• 한국수학교육학회지시리즈A:수학교육
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• 제54권4호
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• pp.335-350
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• 2015

The purpose of this study was to investigate the effectiveness of the differentiated instruction in mathematics by a meta-analysis. Among the studies conducted for last twenty three years, the relevant 49 research articles were selected, 80 effect sizes were calculated for the cognitive domain and 70 effect sizes for the affective domain. Effect sizes were analyzed with school levels, student level, group organization method such as homogeneous vs. heterogeneous, class transfer and adjusting class sizes for each cognitive domain and affective domain. The results are as the followings: In the cognitive domain, the overall effect size of the differentiated instruction produced a medium effect(effect size=0.68, U3=75.17%). The differentiated instruction showed the highest effect size on elementary school and middle school, mid level students, heterogeneous group, class transfer and not adjusted class size. And in the affective domain, the overall effect size of the differentiated instruction produced a low effect(effect size=0.36, U3=65.36%). The differentiated instruction showed the highest effect size on elementary school, mid level students, and heterogeneous group. Thus the differentiated instruction was proved to be effective in mathematics classes.

• 수산해양교육연구
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• 제28권5호
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• pp.1517-1527
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• 2016

The purpose of this study was to investigate the effectiveness of integrated education research conducted in Korea and to propose a meaningful discussion for further research. Among the studies conducted for last five years, the relevant 69 research articles were selected, and 211 effect sizes were calculated. Effect sizes were analyzed with different dependent variables including creativity, problem solving ability, inquiry skills, scientific recognition, attitude, interest, motivation and self-esteem. In addition, effect sizes with different moderating variable, such as samples sizes, characteristics of subjects, class types, core disciplines were compared. The conclusions of this study was that STEAM education had a relatively middle effect size. Finally, researchers discussed the results related with previous results, and provided the implications and suggestion for future studies.

• Structural Engineering and Mechanics
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• 제54권5호
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• pp.891-908
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• 2015

For a systematic study on wind-induced vibration characteristics of large hyperbolic cooling towers with different feature sizes, the pressure measurement tests are finished on the rigid body models of three representative cooling towers with the height of 155 m, 177 m and 215 m respectively. Combining the refined frequency-domain algorithm of wind-induced responses, the wind-induced average response, resonant response, background response, coupling response and wind vibration coefficients of large cooling towers with different feature sizes are obtained. Based on the calculating results, the parametric analysis on wind-induced vibration of cooling towers is carried out, e.g. the feature sizes, damping ratio and the interference effect of surrounding buildings. The discussion shows that the increase of feature sizes makes wind-induced average response and fluctuating response larger correspondingly, and the proportion of resonant response also gradually increased, but it has little effect on the wind vibration coefficient. The increase of damping ratio makes resonant response and the wind vibration coefficient decreases obviously, which brings about no effect on average response and background response. The interference effect of surrounding buildings makes the fluctuating response and wind vibration coefficient increased significantly, furthermore, the increase ranges of resonant response is greater than background response.

• 한국보육지원학회지
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• 제15권4호
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• pp.115-134
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• 2019

Objective: This study was aimed to analyze the effects of activities using picture books for young children's language development and to identify factors that caused differences in these effects by applying meta-analysis. Methods: We conducted a homogeneity test of effect sizes on 21 Korean studies published in academic journals from 1990 to February 2018 and calculated the effect size by applying a random effect model. Additionally, we conducted a meta-ANOVA to investigate whether the effect sizes differed by types of language development, picture book activities, and environmental variables-such as place, time, and agent. Results: The results indicated that the effect sizes of the 21 studies were heterogeneous and the total effect size was 0.90, which was significantly large according to Cohen's standard. The effect sizes also varied by types of language development, picture book activities, and environmental variables. Conclusion/Implications: To increase the effects of activities using picture books for young children's language development, this study suggested the importance of picture book activities to be integrated with other play areas, teaching methods, and other print materials for the development of literacy abilities, and the link between home and early childhood education institutions.

• 대한간호학회지
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• 제34권6호
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• pp.1004-1013
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• 2004

Purpose: The purpose of this paper was to describe the characteristics of smoking prevention programs in Korea, to estimate overall effect size of Korean smoking prevention programs, and to investigate effect size variations by program modality and instruction method. Method: Meta-analysis was performed on2l programs in 20 studies. Result: The estimation of overall effect size for knowledge and attitude was not possible because effect sizes were not homogeneous in this meta-analysis. However, effect sizes of studies that were socially influential programs or active/interactive methods were larger than information-oriented programs or passive/non-interactive methods in the pictures. The effects for behavioral outcomes were generally not as positive and not statistically significant. Q statistics showed that variations among effect sizes within program modality and instruction method classifications were heterogeneous. Conclusion: The results from this meta-analysis support the continued use of socially influential programs and active/interactive methods for smoking prevention programs. Because behavioral effect might be the fundamental objective of smoking prevention programs, the present results indicate that smoking prevention programs should consider adopting more effective programs.

• 가족자원경영과 정책
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• 제19권3호
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• pp.1-16
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• 2015

The purpose of this study was to synthesize the results of studies on the effects of multi-cultural education program for Korean children. Using the author's own selection criteria, 17 studies were finally selected and 31 effect sizes were calculated from these studies and used for meta analysis. The overall effect size for all studies on the random effect model was .802, and it was positive and high. Given the heterogeneity among the effect size, subgroup analysis was conducted. According to the analysis, effect sizes significantly differed depending on program goal, concerned multi-cultural higher than others. Result also showed that the high scored effect sizes were the general family, pre-school age children group, and the program were 11-20 children group in size, and 11~20 times in frequency of education.

• 산업융합연구
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• 제19권3호
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• pp.61-65
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• 2021

이 연구는 중학생과 고등학생 대상 아두이노 활용 교육의 효과를 메타분석으로 정리하기 위해 실시되었다. 분석을 위해 선행 학술지와 학위 논문 10편을 선정하였으며, 전체 효과크기와 범주형 변수에 대한 효과크기를 계산하였다. 연구결과는 다음과 같다. 첫째, 중·고등학생 대상 아두이노 활용 교육의 전체 효과크기는 0.537로 나타났다. 둘째, 종속변인 유형의 효과크기는 정의적 영역 0.849, 인지적 영역 0.479로 나타났다. 셋째, 학교급의 효과크기는 중학교 0.796, 고등학교 0.474로 나타났다. 넷째, 교과 유형의 효과크기는 음악 1.255, 과학 0.562, 기술 0.443, 정보 0.429로 나타났다. 다섯째, 프로그램 유형의 효과크기는 그래픽 기반 0.543, 텍스트 기반 0.376으로 나타났다.

• International Journal of Internet, Broadcasting and Communication
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• 제16권1호
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• pp.92-98
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• 2024

This meta-analysis systematically reviewed studies on mirror therapy focused on arm and hand function in stroke patients, aiming to comprehensively assess the efficacy of mirror therapy interventions and furnish empirical support for its potential application and future development in the context of stroke rehabilitation. A rigorous search for articles published in international journals up to the year 2022 was conducted. Various assessment tools were employed to calculate effect sizes, evaluating the impact of mirror therapy on arm and hand function in stroke patients. Utilizing a random-effects model, mean effect sizes were determined, yielding a total effect size of 0.545. The effect sizes for the Brunnstrom Recovery Stage (BRS), Box and Block Test (BBT), Modified Barthel Index (MBI), Fugl-Meyer Assessment (FMA), and grip strength test were 0.957, 0.596, 0.490, 0.488, and 0.417, respectively. In summary, we suggest that mirror therapy engenders positive changes in functional recovery among stroke patients, establishing a foundation for its tailored clinical application based on individual subject characteristics.