MI-based instruction significantly improved the structure sub-skill of General 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¶

q2 i? ANCOVA on the structure subtest 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 comparing the 32-student experimental and 29-student control groups on the 10-item structure subtest; the calculated F of 71.68 (df 1 and 58) exceeded the critical value 8.34, indicating a significant difference favoring MI-based teaching of structure.

"the amount of calculated F which is 71.68 with the df of 1 and 58 is larger than the critical amount which is 8.34. Therefore, at the .01 le vel of significance it can be said that teaching structure of general English to students based on Multiple intelligence theory and procedures has had a meaningful effect"

Discussion¶

Related Claims¶

• MI-based instruction significantly improved students' attitudes toward learning English relative to traditional instruction — related
• MI-based instruction produced significantly greater overall improvement in General English achievement than traditional instruction among Iranian university students — a broader claim this one bears on
• MI-based instruction significantly improved reading comprehension relative to traditional instruction, tested by independent-samples t-test — related
• MI-based instruction significantly improved the vocabulary sub-skill of General English relative to traditional instruction — related