• Title, Summary, Keyword: 메타분석

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A Meta-analysis and Review of External Factors based on the Technology Acceptance Model : Focusing on the Journals Related to Smartphone in Korea (기술수용모델 선행요인에 관한 문헌적 고찰 및 메타분석)

  • Nam, Soo-Tai;Shin, Seong-Yoon;Jin, Chan-Yong
    • Journal of the Korea Institute of Information and Communication Engineering
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    • v.18 no.4
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    • pp.848-854
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    • 2014
  • A Meta-analysis refers to a statistical literature synthesis method from the quantitative results of many known empirical studies. We conducted a meta-analysis and review of external factors based on the technology acceptance model for Smartphone-related researches. This study surveyed 106 research papers that established causal relationships in the technology acceptance model published in Korean academic journals during 2008 and 2013. The result of the meta-analysis might be summarized that the playfulness has the highest effect size in the path from external factors to the perceived usefulness, with the effect size(0.536). Also the self efficacy showed the highest effect size(0.626) in the path from external factors to the perceived ease of use. Based on these findings, several theoretical and practical implications were suggested and discussed with the difference from previous researches.

The Feature of the Program components in the Meta Analysis Research : Evidence Based Program Development Perspective (메타분석연구에서 나타난 프로그램 구성요소의 실태 : 증거기반 프로그램 개발의 관점에서)

  • Seo, In Hae;Kong, Gye Soon
    • Korean Journal of Social Welfare Studies
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    • v.49 no.3
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    • pp.247-275
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    • 2018
  • In the absence of a research study on meta-analysis in terms of program development, the purpose of the study is to analyze the contents of the meta-analysis research studies which has been conducted for 18 years, and is to identify the level of program component evidence for the development of social work program. In order to achieve these purposes, the study analyzed the feature and usefulness of the 110 meta-analysis studies(5,781 program evaluation studies)published from 2010 to June 2017 in major academic journals related to the areas of the social welfare, psychology, counseling and health. The major findings are as follows. The 110 meta-analysis studies tended to narrow down the scope of the population, problems, and program types, but they also included a lot of heterogeneous types. In the statistical methods, there were relatively few studies to explain the factors behind the heterogeneity of program effectiveness. In addition, researchers tended to select program components arbitrarily with bias on specific components. The important program components with the statistical validity are as follows; the age of the subjects, the severity of the problem, the expertise of the providers, and the strength and activities of the intervention, The academic meanings of the study results was discussed, and the direction of future research was presented to increase the usefulness of the metaanalysis for program development.

Effectiveness of Gifted Education in Non-cognitive Areas using Meta-analysis (비인지적 영역 영재교육 효과성에 관한 메타분석)

  • Jo, Sonmi;Han, Ki-Soon
    • 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.

An Explorative Study on the Social Metadata in Academic Libraries (소셜 메타데이터 활용에 관한 탐색적 연구 - 국내 대학도서관 웹 사이트 분석을 중심으로 -)

  • Park, Heejin
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.24 no.2
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    • pp.231-246
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    • 2013
  • This paper attempts to explore the use of social metadata in academic libraries. A total of 173 academic libraries were examined and analyzed. Various social metadata were reviewed, involved with users' participation and contribution. Error-reports, tagging, recommendations, ratings, reviews, comments, sharing, and community were identified that support selection, sharing and collaboration through social engagement. Suggestions drawn from the findings are offered to utilize social metadata in order to enhance users' contribution and interaction. It is hoped that this exploratory study will provide insight into the use of social metadata in academic libraries.

An Exploratory Meta Analysis of Library Economic Valuation Studies (도서관의 경제적 가치측정 연구의 탐색적 메타분석)

  • Chung, Hye-Kyung;Ko, Young-Man;Shim, Won-Sik;Pyo, Soon-Hee
    • Journal of the Korean Society for Library and Information Science
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    • v.43 no.4
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    • pp.117-137
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    • 2009
  • This study aims to grasp how to understand the difference in return on investment (ROI) or the cost-benefit ratio in forty-two domestic and overseas studies of library valuation, using a meta-analytical review method. Meta-analysis, a quantitative analysis on the findings of previous studies, was conducted to gather the general findings and lessons from prior empirical research. The results of meta-regression analysis indicate that the pattern of findings is consistent with our expectations regarding the effect of benefit scope and per capita GDP included in the ROI figure. This study appears to be the first meta-analytical review conducted on library valuations and the findings provide strong implications for the policy-making process.

A Meta-Analysis of Research Trends in Mathematics Learning Disabilities (수학학습장애 연구 동향 메타분석)

  • Jeon, Yoon-Hee;Chang, Kyung-Yoon
    • Journal of Educational Research in Mathematics
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    • v.26 no.3
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    • pp.543-563
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    • 2016
  • This study was designed as a meta-analysis to investigate the research trends in mathematics learning disabilities(MLD) area. The results of this study were as follows: The 201 researches targeted for the analysis can be categorized 4: characteristic of students with MLD, screening students with MLD, interventional teaching for students with MLD, and et cetera. Also, the outcomes of researches regarding intervention in MLD determined to have a large effect resulted in a total average of 0.958. Especially, as a result of analysing the effect size in accordance with teaching method variables in group-case designed researches, the effect was largest when direct instruction and strategy instruction was given. The effect was largest when the frequency of intervention was over 16 and under 20. The results in this study be summed up as follows. MLD can be served as a foundation in setting a direction for further research to improve in Korea.

Effects of Strategy Instruction in English Language Teaching: A Meta-analysis (영어교과에서의 전략 지도(Strategy Instruction)의 효과: 메타분석)

  • Lee, Je-Young
    • The Journal of the Korea Contents Association
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    • v.18 no.10
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    • pp.298-305
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    • 2018
  • The objective of this present study was to investigate the overall effects of strategy instruction on Korean students' English language learning. In order to do so, 55 individual experimental results in 46 journal articles were collected, and a meta-analysis was carried out to them. This study also analyzed the results of studies on strategy instruction according to various variables such as school types, treatment periods, and types of dependent variable. The mean effect size of strategy instruction in English language teaching is .536, which means the medium effects in general. No statistically significant differences were found among various moderators and dependent variables. Based on these results, suggestions for further research are discussed.

Robust Bayesian meta analysis (로버스트 베이지안 메타분석)

  • Choi, Seong-Mi;Kim, Dal-Ho;Shin, Im-Hee;Kim, Ho-Gak;Kim, Sang-Gyung
    • Journal of the Korean Data and Information Science Society
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    • v.22 no.3
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    • pp.459-466
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    • 2011
  • This article addresses robust Bayesian modeling for meta analysis which derives general conclusion by combining independently performed individual studies. Specifically, we propose hierarchical Bayesian models with unknown variances for meta analysis under priors which are scale mixtures of normal, and thus have tail heavier than that of the normal. For the numerical analysis, we use the Gibbs sampler for calculating Bayesian estimators and illustrate the proposed methods using actual data.

Effects of SW-STEAM Education for Elementary School: A Meta-Analysis (초등SW융합교육의 효과에 대한 메타분석)

  • Bae, Yoonju;Lee, Jeongmin
    • The Journal of the Korea Contents Association
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    • v.20 no.10
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    • pp.247-258
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    • 2020
  • The purpose of this study is to synthesize and specifically analyze the effects of elementary SW-STEAM Education on learning outcomes by using meta-analysis. 29 papers are selected and total of 60 effect sizes are deduced. Total effect size is a medium effect of .35, which reveals significant effect on the cognitive and affective domains, and 8 moderator variables explain the difference in total effect sizes as well. The results show that SW-STEAM education is effective for elementary students' learning outcomes. Practical implication for design and implementation are addressed.

A Convergence Study about Meta-Analysis on the Effects of ACT Intervention Program (수용전념치료(ACT)프로그램 효과의 메타분석에 대한 융합연구)

  • Kim, Kyung Hee
    • Journal of the Korea Convergence Society
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    • v.7 no.5
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    • pp.145-153
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    • 2016
  • The purpose of this study was using a meta-analysis to estimate effect size ACT intervention program. Using a statistical method, meta-analysis has advantages that prove intervention's amount and direction. Meta-analysis facilitates comprehensive analysis. Through the data collection, 43studies were selected and 183 effect size were calculated as analysis objects. Using a 183 effect size, the overall effect size, Effect Size of categorical Factor, meta-regression result were suggested. The overall effect size of ACT program was 0.704. In the effect area of ACT, the affective domain had the largest effect size. Next were the cognitive domain, the behavioral domain. Analysis on gender of participant, mixed group had the largest effect size. Next were the female grouop, male group. Analysis on age of participant, adult group had the largest effect size. Next were the undergraduate grouop, adolescent group. Based on the findings, implications for future study were discussed.