Claims

Within the experimental group, achievement scores rose significantly from pre-test to post-test after Multiple Intelligence Theory-based instruction

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

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.

q3 i? The experimental group's mean rose from 8.60 on the pre-test to 14.76 on the post-test, a statistically significant increase. → Gülşah Batdal Karaduman & Halime Cihan 2018

Evidence

Gülşah Batdal Karaduman & Halime Cihan 2018

Gülşah Batdal Karaduman & Halime Cihan. (2018). The Effect of Multiple Intelligence Theory on Students' Academic Success in the Subject of Geometric Shapes in Elementary School. International Journal of Higher Education, 7(2). https://doi.org/10.5430/ijhe.v7n2p227

q3 · i? · causal · r1

Dependent-groups t-test on the 30-student experimental group (t = -12.258, p = .000, sd = 29) comparing pre- and post-test scores on the same 20-question achievement test after 4 weeks of MI-based instruction.

"As seen in Ta ble 3, the average score of the test group is 8.60 for the preliminary test and 14.76 for the post test. There was a significant difference between pre -test and post -test scores of the experimental group at 0.05 level (p = .000)."

Discussion

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