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

Year 2021, Volume: 2 Issue: 2, 140 - 156, 22.09.2021

Murat Okur , Ebru Kural

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

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