Seventh graders taught environmental topics with a Multiple Intelligences strategy gained higher environmental awareness knowledge scores than peers taught by traditional methods¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2010 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Post-test environmental awareness knowledge scores were significantly higher in the MI experiment group (X=60.8) than the traditional-instruction control group (X=47.5), t(58)=4.02, p=.0002. → Baş 2010

Evidence¶

Baş 2010¶

Gökhan BAŞ. (2010). The Effects of Multiple Intelligences Instructional Strategy on the Environmental Awareness Knowledge and Environmental Attitude Levels of Elementary Students in Science Course. International Electronic Journal of Environmental Education, 1(1). https://eric.ed.gov/?id=EJ1055373

q2 · i? · causal · r1

Pre/post-test control-group experiment: 30 7th graders taught via MI activities vs 30 taught traditionally for four weeks. Independent t-test gave t(58)=4.02, p=.0002; means were "X= 60.8±11.8" versus "X= 47.5±13.8". No effect size printed.

"The students in the experiment group ( X= 60.8) showed significant environmental awareness knowledge levels compared to the students in the control group ( X= 47.5)."

Discussion¶

Related Claims¶

• Seventh graders taught with a Multiple Intelligences strategy developed more positive environmental attitudes than peers taught by traditional methods — related
• Multiple-intelligences-based science instruction produced significantly higher post-test achievement than traditional instruction in a quasi-experiment with fifth graders — a broader claim this one bears on
• MI-based teaching strategy produces significantly higher MI gain scores than traditional teaching in junior high science — related