A Systematic Review of Research Articles on the Effects of Multiple Intelligences-Based Instruction in Türkiye
Abstract
Purpose: The implementation of Multiple Intelligences (MI)-based instruction holds significant promise for educational advancement, facilitating the pluralization and personalization of pedagogical methods and assessments to engage diverse learners effectively. This study aims to systematically and critically evaluate research articles published on the effects of MI-based instruction from January 2007 to March 2023 within the context of Türkiye, examining their content, objectives, participants, materials, methodologies, outcomes, and publication years.
Design/Methodology/Approach: The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) framework was employed, and 68 research articles were determined using the specified eligibility criteria. A descriptive analysis was conducted to synthesize findings from these studies.
Findings: Findings were discussed through the four predominant themes regarding the effect of MI-based instruction on (1) achievement, (2) attitudes, (3) retention, and (4) teachers' and students' views on the effectiveness of MI-based instruction. The dominance of exam-oriented understanding and the positivist research tradition was quite prominent since the effect of MI-based instruction on achievement was the most studied theme, and experimental design studies were dominant compared to qualitative ones.
Highlights: Findings explicitly revealed the increasing and decreasing attention to the subject and showed inconsistencies between the nature of the theory and methodological choices of studies on MI-based instruction.
Keywords
Multiple-intelligences theory, Multiple-intelligences based instruction, Systematic review, Türkiye
References
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