Multiple-intelligences-based science instruction produced significantly higher post-test achievement than traditional instruction in a quasi-experiment with fifth graders¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · 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.
q2 i? Fifth-grade students taught science with a teaching strategy based on multiple intelligences scored significantly higher on a 30-item achievement test than students taught with traditional teacher-directed instruction (ANCOVA F = 6.969, p = .012). → Ali abdi 2013
Evidence¶
Ali abdi 2013¶
Ali abdi, Soosan Laei, Hamze Ahmadyan. (2013). The Effect of Teaching Strategy Based on Multiple Intelligences on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research 1(4): 281-284. https://doi.org/10.13189/ujer.2013.010401
q2 · i? · causal · r1
One-way ANCOVA on post-test scores of a 30-item teacher-made achievement test, comparing 20 experimental and 20 control fifth graders after 8 weeks of instruction, controlling for pre-test. The article reports "a significant difference" between the multiple intelligence teaching strategy and the conventional approach groups.
"Table 2 indicates that the (F) value was (6.969) and it was significant value at the level (.012). This means that there is a significant difference in the means score of students taught sciences education using multiple intelligence teaching strategy and those taught using conventional approach."
Discussion¶
Related Claims¶
- Fifth-grade students taught science through inquiry-based instruction supported by the 5E learning cycle achieved significantly higher post-test scores than students taught by traditional methods — related
- Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
- MI-based instruction produced significantly greater overall improvement in General English achievement than traditional instruction among Iranian university students — related
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