The effect of multiple intelligence practices on achievement increases as the implementation period becomes longer¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Average effect sizes for '3 weeks and less', '4-6 weeks', and '7 weeks and more' were 0,868; 1,274 and 1,606 respectively, with a significant difference between periods (QB=8,303; p=0,016). → Eyüp Yurt & Seyat Polat 2015

Evidence¶

Eyüp Yurt & Seyat Polat 2015¶

Eyüp Yurt & Seyat Polat. (2015). The Effectiveness of Multiple Intelligence Applications on Academic Achievement: A Meta-Analysis. Journal of Social Studies Education Research 6(1), 84-122. https://eric.ed.gov/?id=EJ1105368

q3 · i? · quant-synthesis · r3

Sub-group moderator analysis of the 81 comparisons classified by implementation period into three groups. The homogeneity test showed a significant difference; the article concludes the effect increases as the implementation period becomes longer.

"According to results of the analysis, average effect size of these studies was calculated as 0,868; 1, 274 and 1,606 respectively. The result of the homogeneity test showed that there was a significant difference between these effect size values according to their implementation process (Q B=8,303; p=0,016)."

Discussion¶

Related Claims¶

• The effect of multiple intelligence practices does not differ significantly by type of study (article, master's thesis, doctoral thesis) — related
• The effect of multiple intelligence practices does not differ significantly by instructional level — related
• Application period, publication type, database, grade level, scale used, school starting age, country and sample size do not significantly moderate the effect of student-centred methods on mathematics achievement — reports the opposite
• Effect of learning stations does not differ significantly by application duration — reports the opposite
• Long practice periods were not much less favorable than short ones in addition practice, with evidence favoring the longer periods — related
• Effect of MIT-based instruction does not differ significantly by duration of experimental procedure — reports the opposite