Claims

MI-based instruction significantly improved students' attitudes toward learning English relative to traditional instruction

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · 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? ANCOVA on the 15-item attitude scale showed a significant group effect favoring the MI-based group at the .01 level. → Habib Soleimani 2012

Evidence

Habib Soleimani 2012

Habib Soleimani, Ahmad Moinnzadeh, Zohreh Kassaian & Saeed Ketabi. (2012). The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English. English Language Teaching, 5(9). https://doi.org/10.5539/elt.v5n9p45

q2 · i? · causal · r1

ANCOVA on the researcher-made 15-item Likert attitude scale for the experimental (n=32) and control (n=29) groups; F = 13.41 (df 1 and 58) exceeded 8.34, indicating "Multiple Intelligence-based instruction has a meaningful effect on the attitudes of students towards learning English". Descriptive means rose from 62 to 66.43 in the experimental group versus 52.03 to 52.93 in the control.

"It is seen that the F calculated (13.41) with a df of 1 and 58 is larger than 8.34. Therefore, again at the .01 level of significance it can be claimed that Multiple Intelligence-based instruction has a meaningful effect on the attitudes of students towards learning English"

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-11-01
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.