Multiple intelligence based instructional practices have a large positive effect on academic achievement in Turkish experimental studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Meta-analysis of 81 comparisons found an average effect size of 1,287 (random effects model), a large effect by Cohen's classification. → Eyüp Yurt & Seyat Polat 2015

Evidence¶

Eyüp Yurt & Seyat Polat 2015¶

Eyüp Yurt & Seyat Polat. (2015). The Effectiveness of Multiple Intelligence Applications on Academic Achievement: A Meta-Analysis. Journal of Social Studies Education Research 6(1), 84-122. https://eric.ed.gov/?id=EJ1105368

q3 · i? · quant-synthesis · r2

Meta-analysis of 73 Turkish pre-test post-test control-group experimental studies (81 comparisons) coded with experimental groups using multiple intelligence practices and control groups using traditional practices. The random-effects average effect size was "found to be 1,287", a large effect by Cohen's classification; no standardized effect-size symbol beyond the g value itself is printed in this sentence.

"As a result of the calculations, the average effect size of 81 studies included in meta -analysis in order to determine the effect of multiple intelligence based instruction on success was found to be 1,287. This value shows a large effect according to Cohen's (1988) classification."

Discussion¶

Related Claims¶

• Instruction tailored to students' learning styles shows a large pooled random-effects effect on academic achievement (d = 1.029) across 29 Turkish experimental studies — related
• Multiple intelligences-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.332) — a narrower finding that bears on this claim