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dc.contributor.authorBaş, Gökhan
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2016
dc.identifier.issn1303-0485
dc.identifier.issn2148-7561
dc.identifier.urihttps://dx.doi.org/10.12738/estp.2016.6.0015
dc.identifier.urihttps://hdl.handle.net/11480/3537
dc.descriptionWOS: 000392032200002en_US
dc.description.abstractThe 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.en_US
dc.language.isoengen_US
dc.publisherEDAMen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTheory of Multiple Intelligences-Based Instructionen_US
dc.subjectAcademic Achievementen_US
dc.subjectMeta-Analysisen_US
dc.subjectPostgraduate Theses/Dissertationsen_US
dc.titleThe effect of multiple intelligences theory-based education on academic achievement: a meta-analytic reviewen_US
dc.typearticleen_US
dc.relation.journalKuram ve Uygulamada Eğitim Bilimleri / Educational Sciences : Theory & Practiceen_US
dc.departmentNiğde ÖHÜ, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümüen_US
dc.identifier.volume16en_US
dc.identifier.issue6en_US
dc.identifier.startpage1833en_US
dc.identifier.endpage1864en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.contributor.institutionauthorBaş, Gökhan
dc.identifier.doi10.12738/estp.2016.6.0015


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