상허 캐릭커쳐 제작을 통한 상허사상 구현에 관한 연구 : 밀레니엄 시대에 즈음하여

임현걸 건국대학교 1999 常虛思想 Vol.10 No.-

메타분석을 통한 가정특성 관련변인이 학업성취에 미치는 영향

박성열,구병두,임현걸 건국대학교 교육연구소 2000 論文集 Vol.24 No.-

This paper was designed to synthesize quantitatively the master's theses and doctoral dissertations focusing on effects of family background traits related variables on academic achievements in Korean. This task was accomplished by utilizing the meta-analysis technique of research integration as defined by Glass(1982). Basically, meta-analysis is a statistical analysis of the summary findings of many empirical studies. Its purpose is to draw reliable and general conclusions form a large and complex body of literature on a common topic. Thus, the primary purpose of this paper was to conduct a quantitative synthesis of 96 master's theses and doctoral dissertations focusing on the effects of academic achievements using family background traits as independent variable and academic achievement as dependent variable. Nine independent variable were chosen by means of in depth review of those previously mentioned 96 studies. The independent variables employed in this study include psychologcal environment, physical environment, family structure, public and private educational expenditures, education process, breeding and education method of parents, socio-economic status, parents' characteristics, and role expectation. These variable are cartegorized by two different groups according to the traits of factors in terms of family environment variable group and parent's characteristics variable group. This study set the following questions to be answered: (1) How large are the grand average effect size of variables of family background traits proposed in this study on student's academic achievement?; (2) How different the effect size of the two family background traits related variable groups, naimly family environment and parents characteristics variable group on student's academic achievement?; and, (3) How different the effect size of the nine family background traits related independent variables on student's academic achievement? In order to answer the research questions, the researcher followed the standard procedures as such locating published studies to collect primary data, analysing and cording the characteristics and outcomes of the studies, and carring out statistical procedures of mata-analysis to describe the overall and sub-variable effects. Primary source of data was decided to limit within the master's these and doctoral dissertations in order to achieve the reliability and validity of the study results. By using the CD-ROM titled 'masterㆍdoctoral dissertation index' published by National Central Library in 1995 and 1997, a total of 112 studies were located and collected. Out of 112 studies, 96 studies were selected by excluding those studies that are not possible to employ mata-analysis such as studies used qualitative research method. While classifying family background traits related variables some of studies were also excluded in this study due to failing a consensus among the five specialists participated in this process. The effect size were calculated by using two different approaches depending upon the applicability of effect size formula. One was by using mean and standard deviation of experimental group and their countpart. The other was using transformational formula suggested by Wolf(1986) for the studies that have not presented descriptive statistics. The result of this study may be summarized as follows: (1) The grand average degree of effects of the academic achievement factors proposed in this study turned out to be .33. This means that if the average size of effects of the academic achievement factors of the controlled group is 50 percentile in normal distribution, that of the experimental group becomes 62.93 percentile. As it were, the latter surpass the former by 12.94 percentile. (2) Between the two groups of academic achievement factors proposed in this study, in terms of family environment variable group and parent's characteristics variable group, the former factors showed the higher average effect size, its average effect size being .35. Considering the grand average degree of effects size of .33,it can be suggested that those family environment related variables effects more on the student's academic achievement compare to the variables of parents' characteristics. Among the nine family background traits related independent variables on academic achievements proposed in this study, the variable of educational process showed the highest average effect size of 1.40, as followed by socio-economic status(effect size of 0.55),role expectation(effect size of 0.48), and physical environment(effect size of 0.40). The effect size of these variables turned out to be bigger that the grand average effect size of .33. This result means that these variable effects on student's academic achievement a lot more compare to other variable proposes in this study. In fact, the effect size of those variable such as phychologcal environment(effect size of 0.27), breeding and educational method of parents(effect size of 0.27), family structure(effect size of 0.26), public and private educational expenditures(effect size of 0.26), and parents' characteristics(effect size of 0.14) turned out to be much smaller than that of previously mentioned variables. It means that the variable of psychologcal environment, breeding and education method of parents, family structure, public and private educational expenditures, and parents' characteristics effect less on student's academic achievement compare to the variables of educational process, socio-economic status, role expectation, and physical environment.

메타분석을 통한 가정특성 관련변인이 학업성취에 미치는 영향

박성열 ( Sung Youl Park ),구병두 ( Byung Doo Ku ),임현걸 ( Hyun Geol Lim ) 건국대학교 교육연구소 2000 교사와 교육(구 교육논집) Vol.24 No.-

This paper was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on effects of family background traits related variables on academic achievements in Korea. This task was accomplished by utilizing the meta-analysis technique of research integration as defined by Glass (982). Basically, meta-analysis is a statistical analysis of the summary findings of many empirical studies. Its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this paper was to conduct a quantitative synthesis of 96 master`s theses and doctoral dissertations focusing on the effects of academic achievements using family background traits as independent variable and academic achievement as dependent variable. Nine independent variables were chosen by means of in depth review of those previously mentioned 96 studies. The independent variables employed in this study include psychologcal environment, physical environment, family structure, public and private educational expenditures, educational process, breeding and educational method of parents, socio-economic status, parents` charateristics, and role expectation. These variables are cartegorized by two different groups according to the traits of factors in terms of family environment variable group and parent`s characteristics variable group. This study set the following questions to be answered: (1) How large are the grand average effect size of variables of family background traits proposed in this study on student`s academic achievement?; (2) How different the effect size of the two family background traits related variable groups, naimly family environment and parents charateristics variable group on student`s academic achievement?; and, (3) How different the effect size of the nine family background traits related independent variables on student`s academic achievement? In order to answer the research questions, the researcher followed the standard procedures as such locating published studies to collect primary data, analysing and cording the characteristics and outcomes of the studies, and carring out statistical procedures of mata-analysis to describe the overall and sub-variable effects. Primary source of data was decided to limit within the master`s theses and doctoral dissertations in order to achieve the reliability and validity of the study results. By using the CD-ROM titled ‘master · doctoral dissertation index’ published by National Central Library in 1995 and 1997, a total of 112 studies were located and collected. Out of 112 studies, 96 studies were selected by excluding those studies that are not possible to employ mata-analysis such as studies used qualitative research method. While classifying family background traits related variables some of studies were also excluded in this study due to failing a consensus among the five specialists participated in this process. The effect size were calculated by using two different approaches depending upon the applicability of effect size formula. One was by using mean and standard deviation of experimental group and their countpart. The other was using transformational formula suggested by Wolf(986) for the studies that have not presented descriptive statistics. The result of this study may be summarized as follows: (1) The grand average degree of effects of the academic achievement factors proposed in this study turned out to be .33. This means that if the average size of effects of the academic achievement factors of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 62.93 percentile. As it were, the latter surpass the former by 12.94 percentile. (2) Between the two groups of academic achievement factors proposed in this study, in terms of family environment variable group and parent`s characteristics variable group, the former factors showed the higher average effect size, its average effect size being .35. Considering the grand average degree of effects size of .33, it can be suggested that those family environment related variables effects more on the student`s academic achievement compare to the variables of parents` characteristics. (3) Among the nine family background traits related independent variables on academic achievements proposed in this study, the variable of educational process showed the highest average effect size of 1.40, as followed by socio-economic status(effect size of 0.55), role expectation (effect size of 0.48), and physical environment(effect size of 0.40). The effect size of these variables turned out to be bigger that the grand average effect size of .33. This result means that these variable effects on student`s academic achievement a lot more compare to other variable proposed in this study. In fact, the effect size of those variables such as psychologcal environment(effect size of 0.27), breeding and educational method of parents(effect size of 0.27), family structure(effect size of 0.26), public and private educational expenditures(effect size of 0.26), and parents` charateristics(effect size of 0.14) turned out to be much smaller than that of previously mentioned variables. It means that the variable of psychologcal environment, breeding and educational method of parents, family structure, public and private educational expenditures, and parents` charateristics effect less on student`s academic achievement compare to the variables of educational process, socio-economic status, role expectation, and physical environment.