MI-based teaching strategy produces significantly higher MI gain scores than traditional teaching in junior high science¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Junior high students taught with the MI-based strategy gained more MI score points than students taught with traditional strategies (experimental gain 4.09 vs control –.85, significant t-test). → Winarti 2019

Evidence¶

Winarti 2019¶

Winarti, A., Yuanita, L., & Nur, M. (2019). The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and Science Process Skills of junior high school students. Journal of Technology and Science Education, 9(2), 122-135. https://doi.org/10.3926/jotse.404

q2 · i? · causal · r2

Quasi-experiment with 124 junior high students (63 experimental, 61 control) taught by the same teachers for 12 weeks; t-test on N-gain of MI scores. The article reports "significant differences of MI gain scores between the two groups (sig. < .05)"; no effect size is printed.

"The gain score of experimental group (4.09) was higher than that of control group (–.85). The gain scores difference of eight types of MI between experimental and control class were tested using t-test. The results indicated that there were significant differences of MI gain scores between the two groups (sig. < .05)."

Discussion¶

Related Claims¶

• MI-based strategy improves five intelligence types while logical-mathematical intelligence decreases, partly due to instrument bias — related
• Multiple-intelligences-based science instruction produced significantly higher post-test achievement than traditional instruction in a quasi-experiment with fifth graders — related
• Students' science process skills improve significantly across three assessments under the MI-based strategy — related