• Title, Summary, Keyword: 효과크기

Search Result 5,157, Processing Time 0.061 seconds

A Comparison Study on the Effect Size According to the Type of Fandom Activities : Based on Meta-analysis (팬덤활동의 유형에 따른 효과크기 비교 연구: 메타분석 기반)

  • Kim, Jhong-Yun;Kim, Eun-Bee
    • Journal of the Korea Convergence Society
    • /
    • v.11 no.6
    • /
    • pp.259-268
    • /
    • 2020
  • The purpose of our study is to conduct a general·quantitative analysis of fandom activities and verify their organization types and effects. The results are as follows. With regard to the comparison of effect size, the variable related to the social and economic field showed the greatest effect size, which was followed by individual behavior and individual mentality. In terms of influential factors of fandom activities, the effect size of positive variables was intermediate level while the effect size of negative variables was low level. In addition, the effect size of fandom supporting idol groups was the greatest, which was followed by of fandoms supporting sports stars, and actors. In terms of the effect size with regard to the influence on fandom among the objects of study, the effect size of university students was the greatest, which was followed by the whole, adult, middle and high school student, and middle school student. Meanwhile, the result of the analysis according to the classification by country showed that China had the greatest effect size, and the US also showed quite a big effect size. On the other hand, South Korea showed a low level of effect size.

A Meta-Analysis on the Effects of Integrated Education Research (통합교육의 효과에 대한 메타분석)

  • Kim, Jiyoung;Park, Eunmi;Park, Jieun;Bang, Dami;Lee, Yoonha;Yoon, Heojoeng
    • Journal of The Korean Association For Science Education
    • /
    • v.35 no.3
    • /
    • pp.403-417
    • /
    • 2015
  • 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 three years, the relevant 161 research articles were selected, and 236 effect sizes were calculated. Effect sizes were analyzed with different dependant variables including creativity, problem solving ability, academic achievement, inquiry skills, creative personality, scientific attitude, and interests. In addition, effect sizes with different moderating variables, such as characteristics of subjects, sample sizes, class types, core disciplines and publication types, were compared. The results are as follows: The overall effect size of integrated education program produced a huge effect (effect size=0.88, U3=81.06%). Integrated education program showed the highest effect size on scientific attitude among other dependant variables. However, all of the other dependant variables represented more than medium size effect size. Integrated program proved to be more effective on kindergarten pupils and gifted students compared to other school levels and regular students. The effect size for group of less then thirty students were larger than other groups. Programs implemented in after school hours were more effective than in regular school hours. Considering the core subject of program, arts-centered integrated programs showed the largest effect size, while all the others showed above medium effect sizes. Finally, doctoral dissertation showed the highest effect size compared to master's thesis and academic journal articles. Conclusions and recommendations for further research were provided.

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
    • /
    • v.7 no.5
    • /
    • pp.145-153
    • /
    • 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.

A Meta-Analysis for the Effect of Forest Experience on Young Children: Effect Size on the Moderating Variables (유아 숲 체험활동의 효과에 대한 메타분석: 중재변인별 효과크기를 중심으로)

  • Cho, Young-Min;Kim, Dong-Jun;Yeoun, Poung-Sik;Lee, Kyu-Ha;Lee, Hyo-Eun;Park, Kuen-Tae;Lee, Eun-Jeong;Lee, Bo-Bae
    • Journal of Korean Society of Forest Science
    • /
    • v.105 no.1
    • /
    • pp.139-148
    • /
    • 2016
  • The purpose of this study was to evaluate critically the effects of forest experience on young children using meta-analysis. To test this, a total 30 studies were identified, and mean effect size of variables was calculated by applying Fixed-effect model. As a result, the overall effect size of forest experience on young children was 0.797. The effect sizes of daily type as a program type had an effect than experience type at the level of .939. And also the effect sizes of period program (more 4month), number of participants (10-20people), program time (180minute), dependant variables (multiple intelligence) yield effects 0.972, 0.980, 1.138 and 0.957 respectively. As the result, this study implies a way which is to derive effectively further studies on the forest experience on young children.

A Meta Analysis of Group Music Therapy with Adolescents (청소년 대상 그룹 음악치료 효과에 대한 메타분석)

  • Hwang, Eun-Young
    • Journal of Music and Human Behavior
    • /
    • v.9 no.2
    • /
    • pp.1-17
    • /
    • 2012
  • The purpose of this study was to analyze data regarding the effects of group music therapy with adolescents. 27 master's, doctorial theses and published articles between 2000 and 2012 were selected for meta analysis. Subjects, independent variables, dependent variables, and the number of session were used to compare the effectiveness of group music therapy program. 49 effect sizes using means and standard deviation from 27 studies were calculated. The results were as follows. The overall mean effect size was -0.14, which is small size effect, according to Cohen's ES interpretation criteria. The mean ES was influenced by the subjects(adolescents/maladjustment students/addictive students/students in facility), the ES of adolescents was the biggest. However there were no significant difference among subjects. During the independent variables(active music therapy/receptive music therapy/combined music therapy), combined music therapy showed the biggest efficacy. When results were sorted by the dependent variables (social/emotional/behavior/cognitive category), the ES of behavioral category was the biggest. However, there was no significant difference among them. The ES of 11~15 session was the most effective.

Binocular Visual Functions Effect of Vision Therapy Programs : A Meta-Analysis (Vision Therapy 프로그램의 양안시기능 개선 효과에 대한 메타분석)

  • Lee, Jeong-Yun;Park, Chun Man
    • Journal of Korean Ophthalmic Optics Society
    • /
    • v.20 no.2
    • /
    • pp.201-210
    • /
    • 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.

A Meta-Analysis on Effects of Singing Activities for Children (유아대상 동요활동의 효과에 대한 메타분석)

  • Moon, Dong-Kyu
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.18 no.11
    • /
    • pp.218-228
    • /
    • 2017
  • This study covers an investigation using meta-analysis of the factors related to the effects of singing activities for children, focusing on the dissertations conducted for master and doctor degrees and the studies published in academic journals over the past 16 years. Ameta-regression analysis was conducted to examine the changes of the factors in each published year. The analysis results were as follows: Both the entire effect size and the groups of singing activity related factors were revealed to have significant effect sizes. While the group of social factors and the group of cultural & artistic factors showed large effect sizes, the group of psychological & emotional factors appeared to have an intermediate effect size. The sub-factors of the group of social factors were shown to have significantly larger effect sizes than the others, except for the factor of capability of recognizing others. Among the sub-factors, naturally friendly behavior showed relatively larger effect size than the others. In the sub-factors of the group of psychological & emotional factors, self-expression capability and self-control capability showed large effect sizes and stress suppression and emotional intelligence showed intermediate effect sizes. Among the sub-factors of the group of cultural & artistic factors, except for creative capability which showed an intermediate effect size, all of the sub-factors showed large effect sizes. According to the results of the analysis of the trend of the effect size changes in each published year, the trends of the entire effect size and the effect size of each factor, such as the groups of social factors, psychological & emotional factors and cultural & artistic factors, showed that the activity effects increase as the publication year comes closer to the most recent year.

Meta-Analysis on the Effect of School Violence Intervention Program (학교폭력 예방 프로그램의 효과에 대한 메타분석)

  • Kim, Kyung-Hee
    • Journal of Digital Convergence
    • /
    • v.14 no.10
    • /
    • pp.33-43
    • /
    • 2016
  • The purpose of this study was using a meta-analysis to estimate effect size of school violence prevention program. Using an objective and systematic method, meta-analysis has advantages that prove intervention's amount and direction. Meta-analysis facilitates comprehensive analysis. Through the data collection, 33studies were selected and 129 effect size were calculated as analysis objects. The overall effect size of school violence prevention program was 0.624. In the human characteristic, the affective domain had the largest effect size. Next were the physical domain, cognitive domain, the social domain and the complex domain. Analysis on age of participant, high grade elementary students group had the largest effect size. Next were the high school students, middle school students and the lower grade elementary students group. Analysis on intervention periods, tertiary prevention had a largest effect size. Next were secondary prevention and primary prevention. Based on the findings, implications for future study were discussed.

A Meta-analysis of the Factors Related to Psychological Burn-out of Early Childhood Teachers (유아교사의 심리적소진과 관련된 요인에 대한 메타분석)

  • Moon, Dong-Kyu
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.19 no.11
    • /
    • pp.38-52
    • /
    • 2018
  • This study examined the effect sizes of psychological burnout-related factors on the psychological burnout of early childhood teachers by applying meta - analysis focusing on master 's theses, doctoral dissertations and journals that have been published in Korea for the past 20 years. The results of the analysis are as follows. First, the total effect size, the factor group, the sub-factor, and the positive and negative effect factors of the inducing and inhibiting factors showed a significant effect size. Second, in terms of inducing factors, the task problem group showed a larger effect size than the negative relationship group. Third, among the lower factor of the negative relationship group, all the sub factors excluding the negative relationship with the director, effect size showed a medium effect size. Fourth, task stress showed the greatest effect size among the sub factors of the task factor group, followed by role conflict, task overload, and role ambiguity. Fifth, resilience showed the greatest effect size among the inhibition factors, followed by organizational support factor, teacher efficacy factor, social support factor, and emotional factor. Sixth, all sub factors of the emotional labor factor group, organizational support factor of the organizational support factor group, general teacher efficacy factor of the teacher efficacy factor group, and all sub factors of social support factor Medium effect size. In addition, the lower factor of all the other factors showed a large effect size. Seventh, of the effect factors, job satisfaction factor, depression factor, and turnover intention factor all showed a large effect size.

Meta-analysis on the Effect of Information Literacy Instruction (정보활용교육의 효과에 대한 메타분석)

  • Kim, Seunghee;Hong, Sehee
    • Journal of the Korean BIBLIA Society for library and Information Science
    • /
    • v.27 no.1
    • /
    • pp.59-85
    • /
    • 2016
  • The purpose of this study was to synthesize the effects of the information literacy instruction using meta-analysis. Results using random-effect models were as follows. First, the overall average effect size (ES) of information literacy instruction (Hedges'g) was 0.72, which could be interpreted based on Cohen's guidelines as moderate to large. Second, the two types of information literacy instruction, demonstrating more than medium ESs, did not show significant differences in their ESs. Third, the ESs of information literacy instruction differed depending on the measuring variables. Fourth, grade, study design and the form of the measurement tool were moderator variables that explain the differences in ESs. In sum, the effects of information literacy instruction, having more than medium effect size, seem quite stable across instruction types and study designs.