Emotional gains under MIT-based instruction varied by intelligence style, with Logical-mathematical and Spatial styles most favoured and Bodily-kinesthetic nearly unaffected¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Segmented ANOVA results were significant only for Intrapersonal (p = 0.032) and Spatial (p = 0.05) IS; Logical-mathematical gained 16.1 points and Spatial 16.34 points, while Bodily-kinesthetic gained only 0.8 points. → Sanchez-Martin et al. 2017 q2 i? Most segmented ANOVA p-values exceeded 0.05, so the authors state the statistical confirmation of the hypothesis cannot be done and only a tendency is established. → Sanchez-Martin et al. 2017 (2)

Evidence¶

Sanchez-Martin et al. 2017¶

Jesus Sanchez-Martin, Garcia J. Alvarez-Gragera, Maria Antonia Davila-Acedo, Vicente Mellado. (2017). TEACHING TECHNOLOGY: FROM KNOWING TO FEELING. ENHANCING EMOTIONAL AND CONTENT ACQUISITION PERFORMANCE THROUGH GARDNER'S MULTIPLE INTELLIGENCES THEORY IN TECHNOLOGY AND DESIGN LESSONS. Journal of Technology and Science Education, 7(1), 58-79. https://doi.org/10.3926/jotse.238

q2 · i? · causal · r1

IS-segmented emotional ANOVA post-test analysis (Table 2) in section 3.4, with small unbalanced subgroups (e.g. Logical-mathematical n = 4 experimental, 5 control). Descriptive point gains are printed; no standardised effect size is reported.

"Every IS submitted a positive enhancement of the emotional score, being the most favored ones those subjects with Logical-mathematical (16.1 points of enhancement) and Spatial ones (16.34 points of enhancement)."

Sanchez-Martin et al. 2017 (2)¶

Jesus Sanchez-Martin, Garcia J. Alvarez-Gragera, Maria Antonia Davila-Acedo, Vicente Mellado. (2017). TEACHING TECHNOLOGY: FROM KNOWING TO FEELING. ENHANCING EMOTIONAL AND CONTENT ACQUISITION PERFORMANCE THROUGH GARDNER'S MULTIPLE INTELLIGENCES THEORY IN TECHNOLOGY AND DESIGN LESSONS. Journal of Technology and Science Education, 7(1), 58-79. https://doi.org/10.3926/jotse.238

q2 · i? · causal · r1

The authors' own qualification of the segmented analysis in section 3.4: subgroup sizes were very low after dividing the universe into two groups and then nine IS subgroups, so results show a tendency only.

"However, as we said before, many ANOVA p-values are above 0.05 as well, hence the statistical taxative affirmation of our hypothesis cannot be done."

Discussion¶

Related Claims¶

• Content-acquisition gains segmented by intelligence style reached significance only for Interpersonal and Intrapersonal IS — related
• MI-based strategy improves five intelligence types while logical-mathematical intelligence decreases, partly due to instrument bias — reports the opposite
• MIT-based instruction produced a statistically significant post-test emotional-yield advantage over traditional instruction — related