At post-test, the multiple intelligences group significantly outperformed the traditionally instructed control group on the writing test¶
Claim · All claims
Evidence · 1 study · causalr2·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: the intervention came bundled with another change; groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? An independent-samples t-test on post-test essay scores found a significant difference favoring the experimental group (t = 5.65, df = 48, p≤ 0.00). → 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
Independent-samples t-test comparing post-test essay scores of the experimental (M = 51.80, SD = 16.00) and control (M = 31.20, SD = 8.69) groups, each N = 25. The article reports the difference "is in favor of the experimental group"; no effect size is printed.
"there was a significant difference between the post -test scores of the control group and those of the experimental group on writing test (t = 5.65, df = 48, p≤ 0.00)"
Discussion¶
Related Claims¶
- Sixth-grade EFL students taught through multiple intelligences activities showed a statistically significant pre-test to post-test improvement in essay writing scores — related
- MI-based instruction produced significantly greater overall improvement in General English achievement than traditional instruction among Iranian university students — related
- MI-based instruction significantly improved students' attitudes toward learning English relative to traditional instruction — related
- Both ITS and traditionally instructed groups improved significantly from pre-test to post-test — related
- The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — related
- Students reflected more positively on multiple intelligences activities than on traditional instruction, reporting the lessons more interesting, enjoyable and easier to learn from — related
- Portfolio-based writing assessment produced higher final examination writing scores than traditional non-portfolio assessment in an EFL composition course — related
- An educational programme based on independent activities produced significantly higher post-test grades in pedagogical subjects than classic methods for 11th-grade pedagogical-profile students — related
- Processing instruction significantly improves Iranian EFL learners' writing ability from pre-test to post-test — related
- Students' science process skills improve significantly across three assessments under the MI-based strategy — related
- Traditional instruction also significantly improves Iranian EFL learners' writing ability from pre-test to post-test — related
Page metadata
| Field | Value |
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review |
generated |
by process:wiki-ingest on 2026-11-01 |
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