The Effect of Multiple Intelligence Theory-based Science Teaching on Academic Success in Turkey: A Meta-Analysis Study (original) (raw)
Related papers
2017
The purpose of this research is to synthesize the results obtained from experimental studies on the academic achievement of students based on the multiple intelligence theory in biology and to reveal the effect of different characteristics in the studies by meta-analysis method. In this study, the magnitude of the impact of 14 studies on the academic achievement of students of biology education based on multiple intelligence theory was analyzed. As a result of the meta-analysis, it was determined that teaching based on multiple intelligence theory affects academic achievement in a positive direction compared to the traditional teaching method and the effect size value was 1.308. This value is quite high compared by Cohen's scale. In the meta-analysis study duration of application, sample size, publication type variables were analyzed. It is seen that the highest effect values are in the graduate thesis (d gt =1,549), 5-8 weeks (d 5-8 weeks =2,007) and medium sample sizes (d medium =1,427) (51<n ≤75) according to the determined criteria.
The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N=20 and Control N= 20) participated in the study. They were in the fifth grade of elementary school and were selected through multi-stage clustered sampling. The group which was assigned as experimental group was instructed through Teaching Strategy based on Multiple Intelligences whereas the other group was traditionally instructed. This experimental study lasted 8 weeks. To determine the effectiveness of Teaching Strategy based on Multiple Intelligences over common teaching method (traditional instruction), an achievement test about sciences which consisted of 30 items was administered. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The results showed that students who were instructed through Teaching Strategy based on Multiple Intelligences were achieved higher score than the ones which were instructed through the traditional instruction.
This research aims to determine the feasibility of Theory of Multiple Intelligences, a theory that regards individual differences among students and suggests organization of education environment, so as to address different intelligence modalities in teaching social sciences and to reveal the impact of this theory on improving the conduct of students towards social sciences classes. For the research, the chapter titled " Resources of Our Country " has been selected among the 6th grade social sciences chapters. The aim is to determine the contribution of Theory of Multiple Intelligences to the success of the students and memorability of the information contained therein. Research has been conducted for 6 weeks among the 6th grade students of İstanbul Bahçelievler Kuleli Middle School in the first semester of academic year 2014-2015. The research utilizes pretest-posttest design with the control group. Two classes of the 6th graders of the school has been selected impartially. While the courses were performed according to constructivist approach in the control group, the courses in the experimental group were conducted with activities constructed according to Theory of Multiple Intelligences. The sample of the research consisted of 36 students in the experimental group and 33 students in the control group. Achievement test prepared by the researches has been applied to students for gathering data. Results are evaluated with Man-Whitney U Test.
Enhancing Learning Through Multiple Intelligences in Elementary Science Education
Journal of Baltic Science Education, 2006
The goal of this research is to investigate whether there is a significant difference between multiple intelligence instruction and traditionally designed science instruction on 7th grade students' understanding of concept with the "The Structure of Material and Its Transformation" unit and attitudes toward science. Two classes, each with 27 students were randomly selected. The experimental group was instructed though MI strategies, whereas the control group was utilized with traditional methods. The measurement instruments utilized were Chemistry Achievement Test and Science Attitude Scale. As a result of this study it was found out that multiple intelligence theory, when compared to the traditional learning method, created positive effects on students' success and attitudes toward science as a school subject.
2011
The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through "The Inventory of Class Activities Done in line with the Intelligence Areas", and "the Semistructured Interview Form". The quantitative data were analyzed by descriptive statistics such as mean, standard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers' responses to the questionnaire that teachers were aware of the activities for intelligence areas. However, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation phases of teaching.
The effects of multiple intelligences theory on learning success: A meta-analysis in social science
International Journal of Evaluation and Research in Education (IJERE)
Scholars have widely discussed meta-analysis studies on the theory of multiple intelligences. However, no research explicitly discusses the theory of multiple intelligences in the development of social science. This study determined the effectiveness of multiple intelligences on learning achievement in social studies. For this reason, researchers compiled a study that has been carried out to determine the effectiveness of multiple intelligences in meta-analysis. This study used a meta-analysis method. There are six articles used in the study based on the inclusion-exclusion criteria. The meta-analysis findings revealed that multiple learning intelligence had a modest and optimistic impact on students’ social science performance. This study also revealed the magnitude of the effect of multiple intelligence-based learning based on moderator variables at the level of education, treatment implementation time, and type of subject. The research findings provide suggestions for the develop...
This study adopted pre-test post-test non-equivalent control group quasi-experimental design to examine the efficacy of multiple intelligence theory-based instructional strategy on academic achievement of basic science students in Benue State, Nigeria. The population for the study comprised 1876 basic II students from 21 grant aided secondary schools in Makurdi Local Government Area of Benue State. A total of 165 basic II students comprising 86 males and 79 females were purposely sampled from four coeducational schools for the study. Purposive sampling technique was used for this study to select only coeducational schools because of the gender variable in the study. Two research questions and two hypotheses guided the study. Basic Science Achievement Test (BSAT) was the instrument used for data collection. The reliability of the instrument yielded 0.92 using Kuder-Richardson formula 20 (K-R20). The research questions were answered using mean and standard deviation while the hypotheses were tested using ANCOVA at 0.05 level of significance. Findings of the study showed that there was a significant difference between the mean academic achievement scores of basic science students exposed to multiple intelligence theory-based instructional strategy and conventional strategy (f-ratio = 103.996 at P< 0.05). Gender has no significant effect on the mean achievement scores of male and female basic science students taught using multiple intelligence theory-based instructional strategy (f-ratio = 0.538 at P> 0.05). Based on the findings, the study recommended that seminars, conferences and workshops should be organized for in-service basic science teachers on ways of incorporating multiple intelligence theory-based instructional strategy in teaching to enhance students' achievement in the subject.
The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through “The Inventory of Class Activities Done in line with the Intelligence Areas”, and “the Semi-structured Interview Form”. The quantitative data were analyzed by descriptive statistics such as mean, standard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers’ responses to the questionnaire that teachers were aware of the activities for intelligence areas. However, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation phases of teaching.
Online Submission, 2007
The purpose of this study was to investigate the effects of multiple intelligences (MI) teaching approach on 8 th Grade students' achievement in and attitudes toward science. This study used a pretest-posttest control group experimental design. While the experimental group (n=30) was taught a unit on acids and bases using MI teaching approach, the control group (n=30) learned the same topic with traditional teaching. The data were collected using a multiple-choice test for students' achievement in science and a Likert scale questionnaire for students' attitudes toward science. The results of statistical analysis (MANCOVA) showed that there were significant differences in favor of the students of the experimental group with respect to both achievement in and attitudes toward science. Empirical evidence indicated that compared to traditional teaching, the MI teaching approach significantly increased 8 th Grade students' achievement in and attitudes toward science.
The Effect of Multiple Intelligence(s) on Academic Success: A Systematic Review and Meta-analysis
Eurasia Journal of Mathematics, Science and Technology Education
Many thesis, dissertations, and articles have been written on whether the concept of multiple intelligence has achieved the expected success in educational environments that has been established in accordance with the multiple intelligence principle and whether such developments have had a positive influence on the attitudes of students towards their learning. In other words, what kind of results do these scientific reports show? The research conducted in this paper seeks to determine the answer to this question through a meta-analysis and to determine if the creation and implementation of learning and teaching activities based on multiple intelligence models have had a positive influence on the academic success of students and have engendered positive attitudes towards learning. Within the context of this research, the following moderating factors were incorporated into the research; the level of education with which the studies dealt, the lesson under discussion, and the geographical region in which the studies were conducted and the year of publication of the studies concerned. These moderating factors did not seem to create any divergence in the results of the research regarding academic success. With respect to moderating factors, while no differences existed regarding the level of education, differences were observed in the relationship with the lessons, the geographical region and the academic year under observation within the studies.