Behavioral outcomes show the largest effects of disability simulation, while the perception effect is not statistically significant¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Weighted effect sizes exceed .50 for perception (1.11), attitude (.58), and behavior (.98), but the 95% confidence interval for perception includes zero. → Mookyung Jeon 2018

Evidence¶

Mookyung Jeon 2018¶

Mookyung Jeon. (2018). Meta-Analysis of Disability Simulation Research for Elementary Students in Korea. International Journal of Special Education, 33(1). https://eric.ed.gov/?id=EJ1184078

q3 · i? · quant-synthesis · r1

Moderator analysis by dependent variable in the meta-analysis: Table 2 reports weighted effect sizes of 1.11 for perception (2 ES), .58 for attitude (10 ES), and .98 for behavior (10 ES). The article states the perception confidence interval includes zero, "no statistical significance at 5% significance level"; no standardized effect size beyond these d values is printed.

"All median and weighted effect sizes of this section exceed .50. Specifically , effect sizes for perception and behavior indicate large in magnitude. However, the 95% confidence interval for the effect size of perception include zero which means no statistical significance at 5% significance level."

Discussion¶

Related Claims¶

• Effects of disability simulation are largest for grades 3-4, and the youngest group's effect is not statistically significant — related
• Disability simulation shows a medium-to-large overall effect on elementary students' perception, attitudes, and behaviors in Korean studies (weighted d = .80) — related
• No negative effects of disability simulation are found among elementary students in the Korean studies — related
• Simulations shorter than 800 minutes show larger effects than simulations of 800 minutes or more — related