Effect of MIT-based instruction does not differ significantly by duration of experimental procedure¶

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 for durations of 1-5, 6-10, and 11+ weeks were homogeneous, QB(2) = 3.122. → 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 experimental duration: 6-10 weeks had the largest estimate (d = 0.994) and 11+ weeks the smallest (d = 0.850). A fixed effects model was adopted because the distribution was homogeneous.

"the effect of MIT-based instruction on students’ academic achievement levels can be said to be insignificant in terms of duration of experimental procedure"

Discussion¶

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