Investigation of the effect of multi intelligence theory on academic achievement and attitude: A meta-analysis study

The aim of this research is to investigate the effects of Multiple Intelligences Theory (MRI), which was applied between 2000-2020, on the academic achievement and student attitude of students in science lessons, compared to another teaching method applied in the existing program, with the method of meta-analysis. In addition, research in different categories such as academic achievement and attitude skills, education level, research subject, research duration, research year, publication type, study province were also examined. For this purpose, experimental and control groups were sought in the doctoral and master's theses examined in the research, and experimental studies with pre-post test averages, sample numbers and standard deviation data were preferred. 61 studies were found to meet the inclusion criteria for academic achievement and 37 studies for student attitude. Transaction Efficiency meta-analysis was used and data were calculated according to Hedges's g. CMAV.3, Excel.2010 and SPSS.22 programs were used in the analysis phase. While combining the studies, the random effects model was used due to the heterogeneity of some structures, and the fixed effects model was used due to the homogeneity of some structures. As a result of the research, the effect size of the studies conducted with CZK on academic achievement was calculated as 1,237 and the effect size on attitudes was calculated as 1,055. In line with these values, it was concluded that CZK has a positive and large effect size on students' academic achievement and attitude levels. In addition, the effect sizes were calculated by separately investigating the study subject, study province, study year, study duration, class level and publication type categories at the level of students' academic achievement and student attitudes.