The Effect of Multiple Intelligences Theory-Based Education on Academic Achievement: A Meta-Analytic Review

Autor/in	Bas, Gökhan
Titel	The Effect of Multiple Intelligences Theory-Based Education on Academic Achievement: A Meta-Analytic Review
Quelle	In: Educational Sciences: Theory and Practice, 16 (2016) 6, S.1833-1864 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Multiple Intelligences; Meta Analysis; Sample Size; Geographic Regions; Academic Achievement; Foreign Countries; Masters Theses; Doctoral Dissertations; Effect Size; Comparative Analysis; Teaching Methods; Validity; Reliability; Statistical Analysis; Educational Theories; Turkey + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Meta-analysis; Metaanalyse; Schulleistung; Ausland; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Teaching method; Lehrmethode; Unterrichtsmethode; Gültigkeit; Reliabilität; Statistische Analyse; Educational theory; Theory of education; Bildungstheorie; Türkei
Abstract	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. (ERIC).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01