Effect of MIT-based instruction does not differ significantly by course type, though foreign-language courses show the largest point estimate (d = 1.958)¶

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? Effect sizes across social science, science, foreign language, and ability courses were homogeneous, QB(3) = 7.085, so no significant course-type difference was found. → 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 course type: science (d = 0.863), social science (d = 0.968), foreign language (d = 1.958), ability courses (d = 1.139). The fixed effects model was adopted after the heterogeneity test indicated homogeneity.

"the studies included in the meta-analysis were seen to be homogeneous, thus there was not a significant difference in terms of the effect sizes when grouped according to course type"

Discussion¶

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