Enhancing Self-Regulated Learning (SRL) skills of gifted students through an enrichment program challenges and opportunities

Year 2020, Volume: 8 Issue: 4, 1645 - 1663, 15.12.2020

Malak Alabdullatif

https://doi.org/10.17478/jegys.833184

Cited By: 1

Abstract

This study aimed to explore the challenges of developing a plan for an enrichment program with more focus on the SRL of gifted students. The plan included three phases: preparation, implementation, and development. In the preparation phase, the program was designed and initially applied for evaluation and improvement. The implementation phase included two experiments. The first one, a summer enrichment program, was conducted with an experimental group only. It consisted of twenty male students in the intermediate stage in KSA. The Wilcoxon test was conducted. Results showed statistically significant differences between the pre and post-tests of the experimental group for the SRL. It showed also statistically significant differences between the pre-and post-tests of the cognitive test. The second experiment consisted of twenty male and female students from the eighth grade of the Renzulli Academy in the USA. The Mann-Whitney test for independent groups yielded that there were no statistically significant differences between the medians of the experimental and control groups in SRL. Moreover, the results of the Wilcoxon test showed no statistically significant differences between the medians of the experimental group on the pre-and post-tests of the SRL. During the development phase, the program's presenters were interviewed to investigate the efficacy of the implementations. The results of the interviews revealed clarity and diversity in aspects of nurturing the gifted in the program, which led to a smooth implementation. They also showed some critical difficulties, such as the lack of sustainability and some administrative obstacles.

Keywords

Oasis Enrichment Model, Enrichment Program, Pull-out Programs, Self-Regulated learning, Gifted Students

References

• Aljughaiman, A. (2010). The Oasis Enrichment Model: Comprehensive Care for Promising Talents. Revista Electronica Interuniversitaria de Formación del Profesorado, 13(1).
• Aljughaiman, A. (2018a). Comprehensive Guide to Planning Gifted Education programs. Riyadh. Obekon Press.
• Aljughaiman, A. (2018b). Comprehensive Guide to Designing and Implementing Gifted Education programs. Riyadh. Obekon Press.
• Aljughaiman, A. (in press). The Oasis Enrichment Model: Comprehensive care for promising talented.
• Aljughaiman, A. (2019). A Practical Guide: Planning the Professional Trajectories for Students with Gifts. Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance.
• Aljughaiman, A. & Ayoob, A. (2012). The Effect of an Enrichment Program on Developing Analytical, Creative, and Practical Abilities of Elementary Gifted Students. Journal for the Education of the Gifted , 35(2), 153-174.
• Aljughaiman, A. & Ayoob, A. (2013). Evaluating the Effects of the Oasis Enrichment Model on Gifted Education: A Meta-Analysis Study. Talent Development and Excellent. 5(1), 99-113.
• Alsultan, J. (2012). The impact of an enriching program based on the successful intelligence Theory on developing the creative abilities of middle school students and their attitudes towards it. Unpublished Masrer Thesis. KFU, Saudi Arabia.
• Bouffard -Bouchard, T., Parent, S. & Lavirée, S. (1993). Self-Regulation on a Concept-Formation Task among Average and Gifted Students. Journal of Experimental Child Psychology. Elsevier.
• Davis, A., & Rimm, B. & Siegle, D. (2017). Education of the gifted and talented (7th ed.). Boston: Allyn & Bacon.
• Harder, B. (2012). Towards a Systemic Theory of Giftedness. In H. Stoeger, A. Aljughaiman, & B. Harder (Eds.). Talent Development and Excellence. (pp.13-30). LIT VERLAG GmbH & Co. KG Wien.
• Hurte, V. J., (2004). A Comparison of The Scaffolding Approach and The Cognitive Enrichment Advantage Skills in First University Freshman. Ph.D. thesis. The University of Tennessee, Knoxuille. USA.
• James, W. (1885). On the functions of cognition. Mind, 10, 27-44.
• Johnson, R. B. & Christensen, L. C. (2014). Educational Research, Quantitative, Qualitative, and Mixed Approaches (5th ed.). Sage.
• Kaplan, S. (2018). Differentiating with Depth and Complexity. In C. M. Callahan & H. L. Hertberg-Davis. (Eds.) Fundamentals of Gifted Education: Considering Multiple Perspectives. (pp. 270-278). Taylor and Francis. Kindle Edition.
• Olenchak, F. R. (1995). Effects of Enrichment on Gifted Learning-Disabled Students. Journal for The Education of The Gifted, 18(4), 385-398.
• Raborn, J., (2000). The Evaluation and Review Of An After School And Summer Enrichment Program For Gifted And Native American Students. Ph.D. thesis. Educational Thought and Sociocultural Studies. The University of New Mexico.
• Renzulli, J. S. (2016). The three-ring conception of giftedness. In S. M. Reis (Ed.), Reflections on gifted education (pp. 55–86). Waco, TX: Prufrock Press.
• Renzulli, J. S. Reis, S. M. & Plucker J. A. (2020). Enrichment Theory, Research, and Practice. In. J. A. Plucker, & C. M.Callahan. Critical Issues and Practices in Gifted Education: A Survey of Current Research on Giftedness and Talent Development. (3rd ed.). (pp. 185-200) NAGC.
• Risemberg, R & Zimmerman, B.J. (2010). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology. Elsevier.
• Siegle, D. & McCoach, D. B. (2005). Motivating Gifted Students. In F. A. Karnes & K. R. Stephens (series Eds.). The Practical Strategies Series in Gifted Education. Prufrock.
• Snowman, J. & McCown, R. (2015). Psychology Applied to Teaching (14th ed.). Wadsworth, Cengage Learning.
• Subotnik, R. F., Olszewski-Kubilius, P. & Worrell, F. C. (2020). Talent Development. In J. A. Plucker & C. M. Callahan (Eds.). Critical Issues and Practices in Gifted Education; A Survey of Current Research on Giftedness and Talent Development. Prufrock Academic.
• Sontag, C., Harder, B., Stoeger, H. & Ziegler, A. (2012). The smarter the more self-regulated? A study on the relationship between intelligence and self-regulated learning. In H. Stoeger, A. Aljughaiman & B. Harder (Eds.). Talent development and excellence. (pp. 191-210). Berlin: LIT.
• Stoeger, H. & Sontag, C. (2012). The Relationship Between Intelligence and the Preference for Self-Regulated Learning: A Longitudinal Study with Fourth-Graders. Talent Development & Excellence. (pp. 315-337) Berlin: LIT.
• Tortop, H.S. (2015). A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning . Journal for the Education of Gifted Young Scientists, 3(1), 42-57 . Retrieved from https://dergipark.org.tr/en/pub/jegys/issue/37559/433820
• Vantassel-Baska, J. & Brown, E. F. (2009) .In F. Karnes & S. Bean (Eds.), Methods and materials for teaching the gifted. (pp. 75-106). Wac Prufrock Press.
• Wigfield, A., Klauda, S. L. & Cambria, J. (2011). Influences on the development of academic self-regulatory processes. In B. Zimmerman & D. Schunk (eds.). Handbook of self- regulation of learning and performance. (pp. 33-48). New York: Routledge.
• Ziegler, A., Stoeger, H., Vialle, W. & Wimmer, B. (2012). Diagnosis of self-regulated learning profiles. The Australasian Journal of Gifted Education, 21(2), 62-74. https://search.informit.com.au/documentSummary;dn=098999532309692;res=IELHSS
• Zimmerman, B. (2005). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich & M. Zeidner (eds.). Handbook of self - regulation. (pp. 13-39). London: Elsevier.
• Zimmerman, B., Bonner, S. & Kovach, R. (2009). Developing Self- Regulated Learners: Beyond Achievement to Self-Efficacy (7th ed). Washington, DC: American Psychological Association.
• Zimmerman, B. J. & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology. 82, 51-59.
• Zimmerman, B. J. & Schunk, D. (2011). Self-regulated learning and performance: an introduction and an overview. In B. Zimmerman & D. Schunk (eds.). Handbook of self- regulation of learning and performance. (pp. 1-12). London: Routledge.