Effect of MIT-based instruction differs significantly by educational level, largest at high school (d = 1.516) and smallest at elementary (d = 0.925)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The between-group heterogeneity test for educational level was significant, QB(2) = 7.317, p < .001, with the high-school level showing the largest effect size. → Baş 2016

Evidence¶

Baş 2016¶

Baş, G. (2016). The effect of multiple intelligences theory-based education on academic achievement: A meta-analytic review. Educational Sciences: Theory & Practice, 16, 1833–1864. https://doi.org/10.12738/estp.2016.6.0015

q2 · i? · quant-synthesis · r2

Moderator analysis by educational level across 52 elementary, 21 high-school and 2 university studies, random effects model after heterogeneity QB(2) = 7.317, p < .001. The article interprets MIT-based instruction as having "a larger effect size in high schools than in elementary schools or universities".

"the largest effect size was concluded to belong to the high-school level with d = 1.516 (95% CI = 1.115 – 1.917), while the smallest effect size belonged to the elementary-school level with d = 0.925 (95% CI = 0.766 – 1.084)"

Discussion¶

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