Objectives The purpose of this study is to analyze Korean language education programs conducted for elementary school students and to present considerations for developing effective Korean language education programs for this age group. Methods To achieve this, 17 studies were selected from domestic master's and doctoral dissertations, as well as academic journal articles published over the past 10 years, following the PICOS criteria. A total of 74 effect sizes were calculated, and a meta-analysis was conducted using R Studio Results The results of the study showed that the overall effect size was large. The analysis of variance based on the moderator variables revealed that the effect size was greatest for reading-based programs, when the number of participants was 6-10, the program was conducted after school, each session lasted between 40 and 80 minutes, and the total number of sessions was 11-20. While there was no significant difference in effect size between cognitive and affective factors, further analysis of the sub-factors within cognitive factors indicated that speaking had the largest effect size. Conclusions When developing Korean language education programs for elementary school students, it is essential to consider moderator variables such as program type, number of participants, program duration, session length, and the total number of sessions, as well as dependent variables like speaking skills.
Shim et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: