MI-based instruction significantly improved the vocabulary 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 vocabulary subtest showed a significant difference between MI-based and traditional teaching 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 10-item vocabulary subtest for the experimental (n=32) and control (n=29) groups; the calculated F of 9.97 (df 1 and 58) exceeded the critical F of 8.34, so "there is a significant difference between Multiple Intelligence based-t eaching and traditional way of teaching".

"the calculated Fwhich is 9.97 with adf of 1and 58 is larger than the criticalF which is 8.34. Therefore, it can be said that there is a significant difference between Multiple Intelligence based-t eaching and traditional way of teaching at th e .01 level of significance"

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 structure sub-skill of General English relative to traditional instruction — related