The effect of multiple intelligence practices does not differ significantly by course type, though Social Sciences shows the highest and Physics-Chemistry the lowest value¶

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? The highest effect size (1,748) was for Social Sciences and the lowest (0,893) for Physics-Chemistry, with no significant difference by course type (QB=11,354; p=0,124). → 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 across courses grouped as Biology, Religious Education, Language Education, Science, Physics-Chemistry, Fine Arts, Math and Social Sciences. The homogeneity test was non-significant despite the descriptive spread.

"the highest effect size value (1,748) was calculated for Social Sciences and the lowest effect size value (0,893) was calculated for Physics -Chemistry. The result of the homogeneity test showed that there was not a significant difference between the effect size values of studies according to course type (QB=11,354; p=0,124)."

Discussion¶

Related Claims¶

• The effect of computer-based teaching on academic success does not differ significantly by type of course, though social studies showed the largest effect size (1.54) and mathematics the lowest (1.06) — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by course type — related
• The effect of multiple intelligence practices does not differ significantly by type of study (article, master's thesis, doctoral thesis) — related
• Effect sizes differ significantly by course, with the highest effects in science learning, English, and computer courses and the lowest in religion. — reports the opposite
• Effect of MIT-based instruction does not differ significantly by course type, though foreign-language courses show the largest point estimate (d = 1.958) — related