Content-acquisition gains segmented by intelligence style reached significance only for Interpersonal and Intrapersonal IS¶

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

Subclaims¶

q2 i? In the knowledge-content segmentation, ANOVA p-values reached the significance limit only for Interpersonal and Intrapersonal IS, with the rest not significant. → Sanchez-Martin et al. 2017

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 content-acquisition ANOVA (Table 3) in section 3.4. Printed p-values include Intrapersonal 0.049 and Interpersonal 0.06; the authors describe the general tendency as an enhancement for almost every IS, but most comparisons are non-significant with no effect sizes printed.

"In the case of knowledge content acquisition, the results are much more diffuse, as can be seen in Table 3. ANOVA p-values only reach the significativity limit for Interpersonal and Intrapersonal IS, being in the rest of the cases high enough not to be considered."

Discussion¶

Related Claims¶

• Emotional gains under MIT-based instruction varied by intelligence style, with Logical-mathematical and Spatial styles most favoured and Bodily-kinesthetic nearly unaffected — related
• Post-test content acquisition favoured the MIT-based group descriptively, but the reported ANOVA p-value of 0.34 does not reach significance — related