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This study aimed to evaluate the effects of intervention using graphic organizers on the cognitive and affective improvement of students with intellectual disability (ID), with learning disability (LD), without disability, and at-risk learners in Korea. A total of 49 peer-reviewed journals and dissertations for the last 20 years were included for conducting this meta-analysis. The overall effect size of intervention using a graphic organizer was 0.78 (d) (95% CI [0.63, 0.94], [tau superscript 2]= 0.28) using a random-effects model. In order of strongest to weakest effects, at-risk learners (d = 1.38), students with LD (d = 1.15), students with ID (d = 0.76), and students without disability (d = 0.52). Among student variables, there is no statistically significant difference by school level, but by school type. Among intervention variables, instruction in math (d = 1.43) and Korean (d = 0.96); cognitive mapping (d = 1.05); 1-19 times, 1-9 weeks, 3-5 times per week; and small-size groups were the most effective intervention conditions. While several variables showed significant subgroup differences, meta-regression analyses revealed that only group size and frequency were significant moderators after controlling for other factors. In summary, intervention using a graphic organizer was more effective for students with disability and at-risk students than it was for students without disability.

Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide. [ABSTRACT FROM AUTHOR]