The Effect of Multiple Intelligence(s) on Academic Success: A Systematic Review and Meta-analysis

Many thesis, dissertations, and articles have been written on whether the concept of multiple intelligence has achieved the expected success in educational environments that has been established in accordance with the multiple intelligence principle and whether such developments have had a positive influence on the attitudes of students towards their learning. In other words, what kind of results do these scientific reports show? The research conducted in this paper seeks to determine the answer to this question through a meta-analysis and to determine if the creation and implementation of learning and teaching activities based on multiple intelligence models have had a positive influence on the academic success of students and have engendered positive attitudes towards learning. Within the context of this research, the following moderating factors were incorporated into the research; the level of education with which the studies dealt, the lesson under discussion, and the geographical region in which the studies were conducted and the year of publication of the studies concerned. These moderating factors did not seem to create any divergence in the results of the research regarding academic success. With respect to moderating factors, while no differences existed regarding the level of education, differences were observed in the relationship with the lessons, the geographical region and the academic year under observation within the studies.