Claims

Nearly all (97.33%) of the included studies show effect sizes in favor of MIT-based instruction over control-group instruction

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

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? 73 of 75 studies had positive effect sizes and two had negative ones; positive effects favor the experimental (MIT) group. → 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

Forest plot of the 75 included studies. The article states 97.33% of studies "can be said to suggest the effectiveness of MIT-based instruction" was positive, with performance claimed in favor of the experimental groups.

"According to Figure 1, 73 studies of the 75 studies in the meta-analysis were seen to have positive effect sizes, whereas only two studies were seen to have a negative effect size"

Discussion

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