Students reflected more positively on multiple intelligences activities than on traditional instruction, reporting the lessons more interesting, enjoyable and easier to learn from¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Zennure Elgün Gündüz 2016: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? Interviewed experimental-group students said MI-based lessons were more interesting and enjoyable and helped them attend and learn more easily. → Zennure Elgün Gündüz 2016

Evidence¶

Zennure Elgün Gündüz 2016¶

Zennure Elgün Gündüz, İsmail Doğan Ünal. (2016). Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context. Universal Journal of Educational Research 4(7): 1687-1697. https://doi.org/10.13189/ujer.2016.040722

q2 · i? · causal · r2

Qualitative interviews with ten randomly selected students after post-testing, plus researcher observations; students reported enjoying games and repeated use of vocabulary. The article offers these reflections as interpretive support, with no quantitative attitude measure.

"The students said they the lessons instructed through MI -based activities were more interesting and enjoyable for them. Therefore, they could pay attention to the lessons and learn more easily."

Discussion¶

Related Claims¶

• MI-based instruction significantly improved students' attitudes toward learning English relative to traditional instruction — related
• Multiple intelligence based instructional practices have a large positive effect on academic achievement in Turkish experimental studies — related
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
• Experimental-group students reported enjoying learning Newton's Laws through game-based projects and wanted the method used in other lessons — related
• Students perceived non-traditional letter writing as helpful for learning, enjoyable, and superior to traditional writing — related
• MI-based instruction significantly improved the vocabulary sub-skill of General English relative to traditional instruction — related
• MI-based instruction significantly improved the structure sub-skill of General English relative to traditional instruction — related
• At post-test, the multiple intelligences group significantly outperformed the traditionally instructed control group on the writing test — related
• Student interviews were consistent with the quantitative findings: experiment group students reported excitement and goal achievement, while two control group students reported being unable to achieve their learning goal — related