MI-based instruction produced significantly greater overall improvement in General English achievement than traditional instruction among Iranian university students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After ANCOVA adjustment for pretest scores, the MI-taught experimental group significantly outperformed the traditionally taught control group on overall General English achievement 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 · r2

Quasi-experimental two-group pretest-posttest study of 61 university students (32 experimental, 29 control) taught for eight weeks; ANCOVA on the researcher-made 30-item achievement test showed F = 29.23, df 1 and 58, exceeding the critical value 8.34, so "instruction based on Multiple intelligence theory and procedures has had a significant effect".

"the calculated F with the amount 29.23 with df of 58 and 1 is larger than the critical amount which is 8.34. As a result at the .01level of significance it can be cl aimed that instruction based on Multiple intelligence theory and procedures has had a significant effect on the learning of general English"

Discussion¶

Related Claims¶

• Students taught with the animation model significantly outperformed traditionally taught control students on the ATP generation post-test — a narrower finding that bears on this claim
• MI-based instruction significantly improved students' attitudes toward learning English relative to traditional instruction — related
• MI-based instruction significantly improved the structure sub-skill of General English relative to traditional instruction — a narrower finding that bears on this claim
• MI-based instruction significantly improved the vocabulary sub-skill of General English relative to traditional instruction — a narrower finding that bears on this claim
• MI-based instruction significantly improved reading comprehension relative to traditional instruction, tested by independent-samples t-test — related
• Multiple-intelligences-based science instruction produced significantly higher post-test achievement than traditional instruction in a quasi-experiment with fifth graders — related