Abstract:

The aim of this research is to determine the overall impact of teaching based on multi-intelligence theory on academic success in the mathematics course. To this goal, a meta analysis method has been used to combine the results of a group of studies on a particular topic. In the selection of the studies to be included in the research, some criteria have been determined and formed a sample of 13 thesis studies conducted in Turkey that are in accordance with these criteria. In the analysis of the research data, the process effectiveness metanalysis method was used and "Hedges's g" was used in the calculation of the impact sizes of the studies. The research included in the study, which is an intrinsic approach to assess whether there is real heterogenity, the ki-core heterogenity test "Cochran's Q" was used. The similarities in the findings of the studies included in the research were detailed in order to increase the validity of the research. In order to increase the reliability of the research, the studies in the human graph was determined to be symmetrical and Rosenthal's error protection number was calculated at 427 . At the end of the study, the mathematics course found that teaching based on multi-intelligence theory has an overall, positive and broad impact on academic success (Q = 18,960; p = 0,000). The study also found that the distribution of the impact sizes of the studies included was heterogeneous.