The effect of multiple intelligences theory-based education on academic achievement: a meta-analytic review
Yükleniyor...
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
EDAM
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The main purpose of this study is to determine the effect of multiple intelligences theory (MIT)-based education on students' academic achievement. In this research, the meta-analytic method was adopted to determine this effect, and studies related to this subject carried out in Turkey were compiled. The effect sizes of the studies included in the meta-analysis were compared in terms of the variables of educational level, course type, being a postgraduate thesis or doctoral dissertation, geographical region, sample size, and duration of experimental procedure. Some specific criteria were taken into consideration for including studies in the meta-analysis. In accordance with these criteria, experimental postgraduate theses/dissertations (N = 75) were included in the research. At the end of the research, MIT-based education was determined to have a large effect size (d = 1.077) on students' academic achievement levels. Additionally, while the effect sizes obtained in the research as a result of the meta-analysis were compared in terms of the variables of educational level, course type, postgraduate thesis/dissertation, geographical region, sample size, and duration of experimental procedure, no significant difference was seen in regard to the effect sizes of studies with respect to any variable apart from educational level.
Açıklama
Anahtar Kelimeler
Theory of Multiple Intelligences-Based Instruction, Academic Achievement, Meta-Analysis, Postgraduate Theses/Dissertations
Kaynak
Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences : Theory & Practice
WoS Q Değeri
Q4
Scopus Q Değeri
N/A
Cilt
16
Sayı
6
