Effect of MIT-based instruction does not differ significantly between master's theses and doctoral dissertations¶

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 master's theses (d = 0.937) and doctoral dissertations (d = 0.984) were homogeneous, QB(1) = 0.001. → 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 across 64 master's theses and 11 doctoral dissertations; the fixed effects model was adopted since the heterogeneity test showed a homogeneous distribution. The article calls the finding generalizable to both thesis types.

"the effect in this research of MIT-based instruction on students’ academic achievement levels is not significant in terms of being a Master’s thesis or doctoral dissertation"

Discussion¶

Related Claims¶

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