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Effects of Enrichment Programs on the Academic Achievement of Gifted

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Effects of Enrichment Programs on the Academic Achievement of Gifted Journal for the Education of the Young Scientist and Giftedness 2014, Volume 2, Issue 2, 22-27 Original Research Article Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students ABSTRACT: The aim of the study was to explore the effect of enrichment programs on Suhail Mahmoud AL- the academic achievement of gifted and talented students. The sample of the study ZOUBI, Asisst. Prof. Dr., Department of Special consisted of (30) gifted and talented students studying at Al-Kourah Pioneer Center for Education, Faculty of gifted and talented students (APCGTS), Jordan. An achievement test was developed and Education, Najran applied on the sample of the study as a pretest and posttest. The results showed the University, Kingdom effects of enrichment programs at APCGTS on improving the academic achievement of of Saudia Arabia. gifted and talented students. E-mail: Keywords: gifted & talented students; enrichment; academic achievement; Pioneer [email protected] om Centers Received: Spt 25, 2014 Accepted: Oct 13, 2014 © 2014 Journal for the Education of the Young Scientist and Giftedness ISSN: 2147-9518, http://jeysg.org Al-Zoubi 23 INTRODUCTION The Hashemite Kingdom of Jordan has done The gifted and talented students (GTS) a great effort for the GTS by founding receiving extra educational services, advanced educational programs that take care of them; curriculum, additional courses, better teachers, some of these programs are: Jubilee School, King and more challenging learning environments than Abdulla schools for Excellence, Giftedness their non-gifted peers at the gifted and talented Resource Room, academic acceleration, and education programs (Dean, 2011). However, Pioneer Centers for GTS (Jarwan, 2013).The advocates of GTS programs stress that additional Pioneer Centers are part of the educational enrichment services are required for students institutions that take care of GTS aiming at with high mental abilities in order to reach their broadening students’ basic knowledge, academic potential (Johnsen & VanTassel-Baska, developing their cognitive ability, helping them to 2006). understand themselves by giving them enrichment The GTS need educational programs different programs that provide them with new from the conventional programs that presented educational experiences. The enrichment to them in the regular schools. Thus, they need programs in Pioneer Centers include research educational services that satisfy their needs, since projects, scientific trips, contests, exhibitions and they possess abilities that make them different summer programs that include voluntary work, from their peers. Many GTS do not receive seminars, and camps (Ministry of Education, suitable services to meet their learning needs in 2014). The idea of the Pioneer Center is based on the regular classroom (Reis, 2007). The objective the idea of not separating the GTS from their of the educational programs is to enable them to normal peers. The Pioneer Centers provide become autonomous, creative, and productive special education programs for the GTS after the learners in the society (Diezmann & Watters, end of the school day. 2000). The educational programs have to be Enrichment programs are alteration and characterized with several qualities for GTS, such addition to the regular curricula of the regular as flexibility, so it can be altered every now and students in order to meet the needs of the then to suit their needs, to develop their physical, GTS in the cognitive, affective, creative, and mental, and affective aspects, to develop psychomotor fields (Van Tassel-Baska & Brown, leadership skills, and to provide them with 2007). Enrichment programs could be activities, educational experiences (Hébert, 2010). experiences, and subject matters that take the The educational programs of the GTS have to GTS beyond the regular curriculum, challenging present educational subjects that suit their their capabilities and fulfilling their curiosity, and capabilities and interests; it should also broaden occupying their time. They also help the learners their horizon, provide opportunities for learning, achieve their creativity in the cognitive processes; and provide them with enough space to practice therefore, the enrichment programs presented to thinking about any project they may think about. the GTS should include suitable experiences and Consequently, educational programs of the GTS academic skills that ultimately lead to develop the must provide an educational environment rich students’ skills (Sebring & Tussey, 1992). with varied resources, the enrichment , and The enrichment programs presented to the enough time to explore and train on the skills of GTS in the Pioneer Centers are supplements to the creativity and research (Phillipson, Phillipson, the general curriculum. In these supplements, the & Eyre, 2011; Kanevsky, 2011). The justification necessary skills and knowledge are defined, and for the existences of the GTS educational they focus on higher thinking skills and include programs is that the regular programs are free study projects. The enrichment programs incapable of satisfying their needs; therefore, they represent compatibility between the cognitive, need special educational program. It is necessary affective, and emotional goals (Nogueira, 2006; to find a good quality of education by designing Jarwan, 2013). Enrichment programs mean giving special enrichment programs in order to develop the GTS the opportunity to study the school personal, cognitive, and social aspects (Hymer & subject matters in more deeply than what is done Michel, 2002; O’Donovan, 2007). Most of the in the regular classes, and it also allows GTS to available educational institutions do not satisfy pursue their program side by side with their peers the needs of the GTS, and what the teachers do in the regular classes. in the class, changing and adapting to satisfy their In order for the enrichment programs to needs is not enough; consequently, the achieve their effectiveness, they must take into enrichment programs play a significant role in consideration the needs of the talented and the satisfying of GTS needs (Rotigel & Fello, 2004). students’ interests regarding content. They must Journal for the Education of the Young Scientist & Giftedness, 2014, 2/2 24 Effects of enrichment … also include techniques and strategies (Clarck & teachers. In contrast, Mcallister and Plourde Zimmerman, 2002).The enrichment programs (2008) revealed that the pull-out enrichment contribute to boost students’ motivation, and program contains a positive implication for the polish their talent. In addition, enrichment GTS. This program meets their specific needs programs have positive effects on developing self- and learning styles, which includes inquiry based, efficacy and self-regulation (Heinz & Heller, 2002; discovery learning approaches emphasizing open- Pereira, Peters & Gentry, 2010). ended problem-solving with multiple solutions. Chávez, Zacatelco and Acle (2009) indicated the Renzulli suggested an enrichment program effectiveness of a creativity enrichment program; aiming at teaching the GTS creative and critical with educative play activities on encourage the thinking processes. This enrichment program gifted student abilities to promote an excellent consisted of three levels: (i) exploring activities educative, emotional and psychological that include general exploring activities that aim at development. providing the appropriate environment for the talented students to deal with the school subjects METHOD that interest them; (ii) guided activities towards a Participants certain skill, which include the techniques and the strategies that aim at developing thinking The population of the study consisted of (120) processes; (iii) and finally problem solving that male and female students from the seventh grade include research activities and art and literary who were nominated for the admission in activities (Jean, 2010; Sally & Renzulli, 2010). APCGTS, Jordan. The GTS distributed equally Moreover, Al-Shehri, Al-Zoubi, and Bani on four classrooms, two sections for females, and Abdel Rahman (2011) indicated the effectiveness two sections for males. However, the sample of gifted centers in developing geometric included (30) students, (M= 15, F=15) chosen by thinking. Furthermore, Al-Zoubi, and Bani Abdel simple random sampling through lottery method. Rahman (2011) investigated the effectiveness of The sample formed (40%) of the population of Gifted Center in Saudi Arabia in the areas of the study. administration, teachers, and enrichment Instrument activities. Cho and Lee (2006) stressed that the In order to achieve the objectives of the study, presenting of enrichment to the talented students an achievement test was developed and adopted as early as the 4th grade is more beneficial than by APCGTS. The test consisted of (50) multiple presentation them as late as the 7th grade. choice questions, divided evenly into the Arabic Bellamy and Sturgis (2005) revealed a significant Language, English Language, Science, correlation between emotional intelligence and Mathematics, and thinking skills. A grade of (1) self-efficacy among GTS participating in a two was given to the correct answer, and a grade of week long summer educational program. The (0) to the wrong answer. To verify the reliability summer programs promote to develop the of the test, the Internal Consistency Coefficient emotional intelligence. However, Olszewski- was computed by using Kuder- Richardson
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