The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

Abstract

Citation: Batdı, V. (2017). The effect of multiple intelligences on academic achievement: A meta-analytic and thematic study. AbstractIn this study, the effect of multiple intelligence theory (MIT) on the academic achievement was examined in the context of a multi-complementary approach (McA). It aimed to reach pre-complementary information by using meta-analytical and thematic examinations based on document analysis in the first stage of McA, which consists of using different analysis programs and of three basic stages. 63 studies examining the effect of the MIT were selected for meta-analytical research. Comprehensive Meta-Analysis and MetaWin programs were used for data analysis. In order to support the meta-analysis, a qualitative dimension including a detailed examination of the thematic aspects of the data was added to the first stage. The data was analyzed via the QSR-Nvivo-8.0 program in accordance with the case study design. In the second stage of the McA, an experimental dimension and the thematic analysis based on students' views were conducted. The working group was selected from 12th grade high school students and the data obtained from them was considered to be post-complementary information. The process of combining the data in two stages was done in order to reach complementary information in the synthesis stage. The McA is expected to contribute to the extent and reliability of the research.

The Effects of Activity Based Learning on Sixth Grade Students’ Achievement and Attitudes towards Mathematics Activities

“…Additionally, it may be considered that the presentation and content of the activities made it easier to learn the subject and relate it to daily life. This result agrees with the results of other studies where activity based learning and traditional learning in mathematics courses were compared in terms of academic success (Ayhan, 2011;Batdı, 2014;Camcı, 2012;Case, Harris, & Graham, 1992). The studies mentioned above were conducted with different mathematics units and on different class levels.…”

“…Similarly, in another study, Batdı (2014) reported that activity based learning has effective and positive results in terms of increasing the interest and positive attitudes towards the course.…”

“…Considering the results of relevant studies, it may be considered that activity based learning will be an applicable approach in all class levels in secondary schools for increasing academic success. It was also seen that, in learning processes supported by activities, the subjects of learning were comprehended better (Kösterelioğlu et al, 2014;Rubin et al, 2014), classes enriched with activities influenced student perceptions positively (Kösterelioğlu & Yapıcı, 2016), and contributed to increased academic success by positively affecting the students' role in the learning process, performance in the assessment process, and their interest and attitude towards the class (Bahadır & Özdemir, 2013;Batdı, 2014;Hussain, Anwar, & Majoka, 2011). Additionally, in another study on the effectiveness of educational math activities related to embodied training of numerical concepts, it was found that these kind of activities improve students' estimation performance more strongly than the control group in the mentioned study (Link et al, 2013).…”

Meta-Analytic and Meta-Thematic Analysis of Digital Storytelling Method

“…With the intent of making a more detailed search on the subject, expanding the scope of the study, and enriching the data set, the qualitative dimension (meta-thematic analysis) was added to complete and supplement the qualitative dimension (Batdı, 2017). In the meta-thematic analysis method, it is aimed to bring together the views of the respondents selected for qualitative studies related to the research subject (Batdı, 2017). From this point of view, a method which includes the process of revising the themes created from the opinions is in question.…”

Augmented reality applications: A Meta-analysis and thematic analysis

“…In addition, the second dimension of the research relates to the context of qualitative meta-thematic analysis. Metathematic analysis can be explained as a qualitative method on a certain topic in the literature involving a combination of the results of selected studies in terms of certain criteria (Batdı, 2017). As a result of the researches that have been carried out at this point in time, some international studies which have been conducted similarly to meta-thematic analysis and which are described as meta-synthesis (Erwin, Brotherson & Summers, 2011), systematic review (Philips, Lee, Ghobadian, O'Regan & James, 2015) or thematic meta-analysis (Lehner & Kaniskas, 2012), have been accessed.…”