Claims

Multiple intelligences-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.332)

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2017 · 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.

q3 i3 Under the random effects model, multiple intelligences-based learning shows a mean effect size of 1.332, significantly greater than conventional teaching on academic success. → Nurşat Biçer 2017

Evidence

Nurşat Biçer 2017

Nurşat Biçer. (2017). The Influence of Student-centered Methods in Turkish Language Instruction on Academic Success: A Meta-analysis Study. Universal Journal of Educational Research 5(4). https://doi.org/10.13189/ujer.2017.050419

q3 · i3 · quant-synthesis · r2

Random effects model analysis of 5 studies on multiple intelligences-based learning (z = 3.770, p = 0.000; 95% CI 0.640–2.024). The article reports the mean effect size of 1.332 is large per Cohen's classification and "greater effect on the academic success of students" than conventional teaching.

"Upon comparison of multiple intelligences -based learning with a mean e ffect size score of 1.332 to conventional teaching method, it is observed that it has a greater effect on the academic success of students."

Discussion

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