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Revisited meta-analysis of the effects of practical reasoning instruction on students' achievements in Home Economics classes

가정과수업에서 실천적추론수업의 학생성취에 대한 효과성 연구의 메타분석

  • Yu, Nan Sook (Dept. of Home Economics Education, Research Institute for Human Ecology, Chonnam National University)
  • 유난숙 (전남대학교 가정교육과, 생활과학연구소)
  • Received : 2018.09.03
  • Accepted : 2018.09.20
  • Published : 2018.09.30

Abstract

The purposes of this study was to identify the magnitude and direction of the effects of Practical Reasoning Instruction (PRI) on students' achievements in Home Economics classes using the meta-analysis method and to examine whether the effects of PRI vary across publication status, study design, year of the studies, school level, gender of students, type of students' achievements, content area, location where the interventions of PRI were conducted, and duration. Thirty-four primary studies with 44 effect sizes were analyzed with calculation method of Becker(1988). A funnel plot method result revealed no publication bias. The results of this meta-analysis are as follows. First, PRI was more effective than traditional instruction on students' achievements. A summary statistic was 0.60 with a standard error of .074, which means that an increase of about two-third of a standard deviation beyond what would be expected from traditional instruction was gained from PRI intervention. Second, categorical and regression analyses were employed to find the sources of variance and moderators that predict the effects of PRI. The moderator analyses revealed no statistically significant effects of publication status, study design, school level, gender of students, type of students' achievements, and duration. Content area, location where the interventions of PRI were revealed to be moderators. It was concluded that PRI was effective in improving students' achievements regardless of publication status, study design, year of the studies, school level, gender of students, type of student achievement, and duration.

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