Effects of cognitive learning strategies for Korean learners: A meta-analysis |
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Authors: | Dongil Kim Boong-nyun Kim Kijyung Lee Joong-kyu Park Sungdoo Hong Hyoungsoo Kim |
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Institution: | (1) College of Education, BK21 Academic Leadership Institute for Competency-based Education, Seoul National University, Korea;(2) College of Medicine, Seoul National University, Korea;(3) College of Education, Seoul National University, Korea;(4) College of Rehabilitation Science, Daegu University, Korea;(5) Kwangju Women’s University, Korea;(6) Counseling Department, Luther University, Korea;(7) Sanggal-dong 17, Giheung-gu, Yongin-si, 446-700 Gyeonggi-do, Korea |
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Abstract: | The purpose of this study was to synthesize the cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis. By means of pre-established systematic criteria, 50 articles were selected and 97 effect sizes were calculated. Effect size was calculated using ‘the Cohen’s d’ (Cooper &; Hedges, 1994). The research questions of the present study were as follows: (a) Are cognitive learning strategies generally effective? (b) What type of cognitive learning strategy is most effective? (c) Are effect sizes of different types of cognitive learning strategies different according to the applied domains, grade levels, and achievement levels? The results of the study indicate that, first of all, the overall cognitive learning strategies (97 ESs) yielded a large effect size (ESsm=.96), which was not homogenous (Q=55.19,p <.05). Thus, in each subcategory of learners’ characteristics and applied domains, we calculated effect sizes and conducted the test of homogeneity separately. Except for grade level, the effect sizes were generally homogenous in each subcategory. The findings revealed that cognitive strategies had large effect sizes (.82–1.69). For average achieving students as well as underachieving students (Learning Disabilities), cognitive learning strategies were very effective (.82–1.42). The effect of cognitive learning strategies was very large in terms of students in all grades (1.02–1.34), except for middle school students (.70). Lastly, the implications for the application of different cognitive learning strategies were discussed. |
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Keywords: | cognitive learning strategy meta-analysis academic achievement |
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