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Meta-analysis of the effect of practical reasoning instruction on student outcome in Home Economics education in Korea

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Abstract

This meta-analysis reviewed the effect of practical reasoning instruction (PRI) on student outcome in Home Economics education in Korea. In this meta-analysis, 25 studies with 35 effect sizes were analyzed. The results of this review indicated that PRI is more effective than traditional instruction on student outcomes. A medium and significant mean effect was 0.60 (SE = 0.06). Categorical analyses 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, type of student outcome, gender of students, and location. The school level of the students and duration were revealed to be moderators. The effect of PRI on student outcome was found to be smaller in middle schools than in elementary or high schools. The results of regression analysis for middle school students indicated that the effect of PRI was predicted by the length of the intervention. A sensitivity analysis indicates that the method this review used for calculating effect sizes for nonexistent control groups was robust.

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Notes

  1. Family and Consumer Sciences is another name for Home Economics.

  2. I used data from Cho (1999) instead of that of Cho and Ahn (2000). However, they used the same research question and data set.

  3. In a quasi-experimental design, a researcher does not artificially create groups, but uses intact groups (Creswell 2008).

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  1. Educational Psychology and Learning Systems, Florida State University, 3210 Stone Building, Tallahassee, FL, 32306, USA

    Nan Sook Yu

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Yu, N.S. Meta-analysis of the effect of practical reasoning instruction on student outcome in Home Economics education in Korea. Asia Pacific Educ. Rev. 13, 649–664 (2012). https://doi.org/10.1007/s12564-012-9226-9

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