본문 바로가기
  • Home

Exploring the Effects of Instructions of Arithmetic skill for students with learning disabilities and learning difficulties through Multi-level Meta-analysis

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(1), pp.1-23
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kim, Dongil 1 KOH HYE JUNG 1 CHO YOUNGHEE 1

1서울대학교

Accredited

ABSTRACT

This study investigated the effect of Instructions in arithmetic skill by looking at the effect sizes and affecting variables through multi-level meta-analysis. Specific research questions for the study were as follows. 1) What is the overall average effect size of instructions in arithmetic skill? 2) What are the effects sizes and affecting variables of instructions? As a result of analyzing 15 related studies, the effect size of instructions in arithmetic operation was estimated to be 1.565, indicating a highly large effect size. Also, in observing differences in effect size by study, predictor variables were entered in the level 2 model to find out the causes of such differences. Significant effect sizes appeared to change according to methods of instructions, especially when one uses Cognitive and Meta-cognitive Strategy for teaching arithmetic skill, significant effect sizes differences were found. Implications of these results and suggestions for follow-up studies were discussed.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.