Effect of MIT-based instruction does not differ significantly across Turkey's geographical regions¶

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 the seven regions were homogeneous, QB(6) = 2.570, with no significant regional difference. → 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 region: southeastern Anatolia had the largest estimate (d = 1.423) and Marmara the smallest (d = 0.774). A fixed effects model was adopted because the distribution was homogeneous.

"the effect of MIT-based instruction on students’ academic achievement levels is not significant in terms of Turkey’s geographical regions"

Discussion¶

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