140 The Effect of Multiple Intelligence Theory-based Science Teaching on Academic Success in Turkey: A Meta-Analysis Study 1 Türkiye’deki Çoklu Zekâ Kuramına Dayalı Fen Öğretiminin Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması Murat OKUR 2 , Ebru KURAL 3 2 Assistant Professor Dr., Sivas Cumhuriyet University, Sivas, Turkey, okurmurat55@hotmail.com, ORCID: 0000-0003-2502-2276 3 Science Teacher, Private Balkans College, İstanbul, Turkey, ebrukural18@gmail.com, ORCID: 0000-0001-2345-6789 Received Date: 22 Haziran 2021 Accepted Date: 12 Eylül 2021 ABSTRACT The aim of present study is to calculate the overall effect size of the learning based on Multiple Intelligences Theory, which was conducted in Turkey between 2006-2019, on the science academic achievement of students compared to the learning method envisaged in the program, using the meta-analysis method. In addition, when the multiple intelligence theory was examined in terms of science course sub-titles (Science Field: Physics-Chemistry-Biology), the differences between effect sizes in terms of academic achievement were examined. For this purpose, related studies were examined in the subject area and 44 studies were included in the meta-analysis for academic success that met the criteria. Data analysis in the research was conducted through the CMA program. When the meta-analysis results in this study were eva- luated, the effect size of learning based on multiple intelligence theory on students’ academic success was calculated as 1,024. The effect size obtained is described as “large level” according to Cohen (1988) and Thalheimer and Cook (2002) classifications. As a result, it was seen that the learning method based on the theory of multiple intelligences had a signi- ficant effect on the academic success in the science lesson compared to the teaching method predicted in the program. In the moderator’s review, it was concluded that there was no significant difference between the effect sizes of learning based on multiple intelligence theory in terms of science fields on academic success. According to the result obtained from the study, multiple intelligences theory-based learning positively affects students’ academic success in the lesson. Keywords: Meta-Analysis, Multiple intelligence theory, science teaching 1 This study was produced from Ebru KURAL’s masters’ thesis under the supervision of Murat OKUR. 2021, Cilt: 2, Sayı: 2 hps://dergipark.org.tr/tr/pub/ebad e-ISSN: 2757-9522