The Effect of Multiple Intelligence Theory-based Science Teaching on Academic Success in Turkey: A Meta-Analysis Study

Abstract

The aim of present study is to calculate the overall effect size of the learning based on Multiple Intelligences Theory, which was conducted in Turkey between 2006-2019, on the science academic achievement of students compared to the learning method envisaged in the program, using the meta-analysis method. In addition, when the multiple intelligence theory was examined in terms of science course sub-titles (Science Field: Physics-Chemistry-Biology), the differences between effect sizes in terms of academic achievement were examined. For this purpose, related studies were examined in the subject area and 44 studies were included in the meta-analysis for academic success that met the criteria. Data analysis in the research was conducted through the CMA program. When the meta-analysis results in this study were evaluated, the effect size of learning based on multiple intelligence theory on students’ academic success was calculated as 1,024. The effect size obtained is described as “large level” according to Cohen (1988) and Thalheimer and Cook (2002) classifications. As a result, it was seen that the learning method based on the theory of multiple intelligences had a significant effect on the academic success in the science lesson compared to the teaching method predicted in the program. In the moderator’s review, it was concluded that there was no significant difference between the effect sizes of learning based on multiple intelligence theory in terms of science fields on academic success. According to the result obtained from the study, multiple intelligences theory-based learning positively affects students’ academic success in the lesson.

Keywords

• Multiple ıntelligence theory
• Theory science teaching
• Meta-Analysis

Türkiye'deki Çoklu Zeka Kuramına Dayalı Fen Öğretiminin Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması

Abstract

Bu çalışmanın amacı, 2006-2019 yılları arasında Türkiye de yapılan Çoklu Zekâ Kuramı’na dayalı öğrenmenin programda ön görülen öğrenme yöntemine kıyasla öğrencilerin fen akademik başarısına etkisini meta analiz yöntemiyle genel etki büyüklüğünü hesaplamaktır. Ayrıca, çoklu zekâ kuramının fen bilimleri dersi alt başlıkları (Fen Alanı: Fizik-Kimya-Biyoloji) açısından incelendiğinde akademik başarı açısından etki büyüklükleri arasında farklılıklara bakılmıştır. Bu amaçla, konu alanında yapılmış olan çalışmalar incelenerek belirlenen ölçütleri karşılayan akademik başarı için 44 çalışma meta analize dâhil edilmiştir. Araştırmada analizler, CMA programı yardı ile yapılmıştır. Bu çalışmadaki meta analiz sonuçları değerlendirildiğinde çoklu zekâ kuramına dayalı öğrenmenin öğrencilerin akademik başarıları üzerindeki etki büyüklüğü 1,024 olarak hesaplanmıştır. Elde edilen etki büyüklüğü Cohen (1988) ve Thalheimer ve Cook (2002) sınıflamalarına göre etki büyüklüğü “geniş düzey” olarak açıklanmaktadır. Sonuç olarak çoklu zekâ kuramına dayalı öğrenme yöntemi, programda ön görülen öğretim yöntemine göre fen dersindeki akademik başarı üzerinde anlamlı bir etkiye sahip olduğu görüldü. Moderatör incelemesinde fen alanları açısından çoklu zekâ kuramına dayalı öğrenmenin akademik başarıdaki etki büyüklükleri arasında anlamlı bir farklılık göstermediği sonucu elde edilmiştir. Çalışmadan elde edilen sonuca göre çoklu zekâ kuramına dayalı öğrenme, öğrencilerin dersteki akademik başarılarına olumlu yönde etki etmektedir.

Keywords

• Çoklu zeka kuramı
• Fen eğitimi
• Meta analiz

References

1. Akgöz, S. , Ercan, İ. ve Kan, İ. (2004). Meta-analysis. Journal of Uludağ University Faculty of Medicine, 30 (2); 107-112. Akkuş, A. (2009). Effects of visiual intelligence on students' success on subject ''what constitutes earth's surface''. Unpublished Master's Thesis, Kafkas University Institute of Science, Kars
2. Akman, N. (2007). The effects of teaching the subject of human's support and movement system on the student's success based on multiple intelligence theory at high education. Unpublished Master's Thesis, Gazi University Institute Education of Sciences, Ankara
3. Altun Gök, D. (2006). Effect of sound and light unit prepared using multiple intelligence theory to the student success, level of retaining, attitudes towards science and multiple intelligence theory. Unpublished Master's Thesis, MuğlaUniversity Institute of Sciences, Muğla.
4. Borenstein, M.,Hedges, L. V., Higgins, J. P. T. and Rothstein, H. R. (2009). Introduction to meta-analysis .United Kingdom: John Wiley and Sons, Ltd. Publication.
5. Camnalbur, M. (2008) A meta-analysis study on the effectiveness of computer assisted instruction. Unpublished Master Thesis, Marmara University Institute of Educational Sciences, İstanbul..
6. Cohen, J. (1988). Statistics power analysis for the behavioral sciences. New York: Academic Press
7. Değirmenci, A.P. (2009). The effects of multiple intelligence theory on the success, attitudes and perception of sixth grade students in primary school for the unit of granular structure of substance. Unpublished Master's Thesis, Gazi University Institute Education of Sciences, Ankara.
8. Dinçer S. (2014). Applied Meta-Analysis in Educational Sciences. Ankara: PegemA.

9. Elmacı, T.M. (2010). The influence of multiple intelligence theory regarding secondary school 9th grade students on course subject basic components of living beings based upon the students academic achievement. Unpublished Master's Thesis, Gazi University Institute Education of Sciences, Ankara.
10. Erkaçan, İ., Moğol, S., & Ünsal, Y. (2012). Çoklu zekâ kuramının lise 1. sınıf öğrencilerinin ısı-sıcaklık, genleşme ve sıkıştırılabilirlik konularındaki akademik başarılarına ve öğrenmenin kalıcılığına etkisi. Journal of Turkish Science Education, 9(2), 65-78.
11. Etli, C. (2007). The effects of education activities that are prepared according to the theory of multiple intelligences on 9th class students' success of biology and the knowledge that are learned, Unpublished Master's Thesis, Gazi University Institute Education of Sciences, Ankara.
12. Fraenkel, J. R., & Wallen, N. E. (2009). The nature of qualitative research. How to design and evaluate research in education, seventh edition. Boston: McGraw-Hill, 420.
13. Gardner, H. (1993). Frames of mind: Multiple ıntelligence theory, Alfa publications, İstanbul p. 83-482.
14. Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10.
15. Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational researcher, 5(10), 3-8. Goodnough, K. (2001). "Multiple ıntelligences theory: A framework for personalizing science curricula". School Science and Mathematics, 2 (1), 20-30.
16. Gökçek, N. (2007). The effect of the multiple intelligences theory on grade-8 students' achievement in the topic of acid and base. Unpublished Master's Thesis, Gazi University Institute Education of Sciences, Ankara.
17. Gözüyeşil (2012) The effect of brain-based learning on academic success: a meta-analysis study. Master Thesis, Niğde University Institute of Educational Sciences, Niğde.
18. Gürbüzoğlu, S. (2009). The effect of protein synthesis subject to students' success, retention of knowledge and student views, based on Multiple Intelligence Theory, PhD Thesis, Atatürk University Institute of Science, Erzurum.
19. Hedges, L., & Olkin, I. (1985).Statistical methods for meta-analysis. London: Academic Press.
20. Hepyaşar, L.D. (2006). The contribution of teaching with multiple intelligences to student success in physics course and student views. Unpublished Master's Thesis, UludağUniversity Institute Social of Sciences, Bursa.
21. Işık, E. U. (2006). The effect of multiple ıntelligence theory-based teaching about item classification and transformations on student success, attitude and retention level. Master Thesis, Pamukkale University Institute of Science, Denizli.
22. Korkmaz, B. (2010). The effect of multiple intelligences-based processing of the unit of diversity and classification of living things on student success in the high school 9th grade biology lesson. Master Thesis, Gazi University Institute of Educational Sciences, Ankara.
23. Kurt, M. (2009). Effect of multiple intelligences based instruction on tenth grade students' academical achievement in biology. Unpublished Master's Thesis, Ataturk University Institute of Science, Erzurum.
24. Kurt, M, Gümüş, İ., & Ermurat, D. G. (2011). Solunum sistemleri konusunda uygulanan çoklu zekâ kuramının öğrencilerin akademik başarısına etkisi. Iğdır Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 1(1), 39-44.
25. Kurt, M., Gümüş, İ., & Temelli, A. (2013). Denetleyici ve düzenleyici sistemler konusunda uygulanan çoklu zekâ kuramının öğrencilerin başarısına etkisi. Mehmet Akif Ersoy Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 1(2), 120-132.
26. Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications, Inc.
27. Ministry of National Education, (2018). Primary education institutions science lesson curriculum. Ankara: Board of Education and Discipline.
28. Novak, J. D., Gowin, D. B., & Bob, G. D. (1984). Learning how to learn. Cambridge University Press.
29. Okursoy Günhan, F. (2009). The effect of concept mapping ınstructional strategy on student success: A meta-analysis study. Unpublished Master Thesis, Marmara University Institute of Educational Sciences, İstanbul.
30. Öngören, H., & Şahin, A. (2008). Çoklu zeka kuramı tabanlı öğretimin öğrencilerin fen bilgisi başarılarına etkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 24-35.
31. Öztürk, H. (2014). The effects of multiple intelligences based instruction on students' achievement and attitude towards physics. Unpublished Master's Thesis, Hacettepe University Institute Education of Sciences, Ankara.
32. Selçuk, Z., Kayılı H., & Okut, L. (2002). Multiple ıntelligence applications. Ankara. Nobel.
33. Shachar, M. (2002). Differences between traditional and distance learning outcomes: A meta-analytic approach (Doctoral dissertation, Touro University International).
34. Sönmez, V. (2008). Teacher's handbook in program development, Ankara: Anı Publications.
35. Sutton, A. J., Abrams, K. R., Jones, D. R., Jones, D. R., Sheldon, T. A., & Song, F. (2000). Methods for meta-analysis in medical research (Vol. 348). Chichester: Wiley.
36. Şahan, A. (2018). The effect of the education model based on the theory of multiple intelligences on the success and attitude ofstudents in the course, Unpublished Master's Thesis, Kırıkkale University Institute of Sciences, Kırıkkale.
37. Şakir, T. (2013). The effect of multiple intelligences based instruction on students' achievement in basic compounds of living organisms concepts and attitude toward biology. Phd Thesis, Middle East Technical University Institute of Science, Ankara. Şalap, N. (2007). The impact of learning activities based on the multiple intelligence theory on the student success: The cell division. Unpublished Master's Thesis, Gazi University Institute Education of Sciences, Ankara.
38. Şenel, S.Ö. (2016). Activities based on multiple intelligence theory related on learning and effects about the 7th grade subject light. Unpublished Master's Thesis, Gazi University Institute Education of Sciences, Ankara.
39. Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1, 1-9.
40. Turhan, E.A. (2006). Researching the effects of mi to student's success and attitude in learning the subject magnet and its properties for the primary education at level 8. Unpublished Master's Thesis, Gazi University Institute Education of Sciences, Ankara.
41. Tüysüz, M. (2015). The effect of the education model based on the theory of multiple intelligences on the success and attitude of students in the course. Phd Thesis, Middle East Technical University Institute of Science, Ankara.
42. Whitehead, A. (2002). Meta-analysis of controlled clinical trials (Vol. 7). John Wiley & Sons.
43. Yıldız, N. (2002). Meta analysis in evaluation of data. Unpublished Master Thesis, Marmara University Institute of Science and Technology. Istanbul.