Meta-analysis of the effect of practical reasoning instruction on student outcome in Home Economics education in Korea
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Meta-analysis of the effect of practical reasoning instruction on student outcome in Home Economics education in Korea Nan Sook Yu
Received: 15 February 2012 / Revised: 25 July 2012 / Accepted: 25 August 2012 / Published online: 11 September 2012 Ó Education Research Institute, Seoul National University, Seoul, Korea 2012
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. Keywords Meta-analysis Practical reasoning instruction (PRI) Home Economics education Student outcome Introduction The mission of Home Economics has been to enhance family well-being by helping families succeed in their N. S. Yu (&) Educational Psychology and Learning Systems, Florida State University, 3210 Stone Building, Tallahassee, FL 32306, USA e-mail: [email protected]; [email protected]
functional relationships with the environment. As technology has developed and some functions of the home have shifted to schools, factories, restaurants, and other institutions, the mission of Home Economics experienced many changes. Starting in the 1980s, in accordance with these social changes, the technical discipline of Home Economics in the US has evolved into a critical science-based field. Many critical theory-based writings have prompted an approach different from the traditional viewpoint (Baldwin 1989, 1991, 1999; Brown 1978, 1980; Brown and Paolucci 1979). While the original technical perspective of Home Economics has focused on ‘‘how-to-do’’ things to achieve a given goal, the critical perspective emphasizes ‘‘what-to-do’’ to solve the problems of daily life, through consideration of valued ends and moral consequences (Fox 2001; Montgomery 2003). The youth of this era face a future of unprecedented change and uncertainty. These increasing complexities mean that youth will need critical thinking ability and moral sensitivities during the processes of solving their practical problems (Fox and Laster 2000). The goal of modern Home Economics is to hel
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