The purpose of this study is to synthesize learning strategies intervention studies conducted in Korea from 1990 to 2001, using meta-analysis technique. This research is to identify the effectiveness of learning strategies conducted in Korea, using meta-analysis technique. Meta-analysis provides a synthesis of research that allows a more precise determination of the effectiveness of a given intervention. Research synthesis through the quantitative method is an alternative to traditional narrative methods of summarizing research domains. A number of advantages have served to enhance the objectivity and verifiability of meta-analysis techniques. The technique of meta-analysis for group studies analyzes an entire body of research by determining the effect sizes(i.e. numbers indicating the real impact of the intervention) reported in each of the component studies and averaging them using a special statistical technique to determine a mean overall effect size for the intervention. The National Assembly Library(http://www.nanet.go.kr) and the National Library of Korea (http://www.nl.go.kr) on-line databases were systematically scanned for master\'s thesis and doctoral dissertations focusing on effectiveness of learning strategies from 1990 to 2001. The computer search included used the following terms: \"learning strategy.\" \"self regulated learning strategy,\" \"meta-cognitive strategy,\" \"cognitive strategy,\" or \"strategy education\". 49 articles were selected and analyzed. Learning strategies were categorized into four types: cognitive strategy, meta-cognitive strategy, resource management strategy and combined strategies. And, we categorized applied area of learning strategies into four differnt areas according to the trait of the factors such as academic achievement, cognitive ability, efficacy of using learning strategies, and general affective domain.