IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS

Gül Eşsizoğlu; Sevda Çetin

doi:10.55020/iojpe.1100221

EN

IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS

Abstract

The main purpose of the present study was to develop and apply a mathematics program that meets the academic and mental needs of gifted and talented primary school students during distance education and to test the effectiveness of the program. The current study involved 120 gifted and talented fourth-grade students, 60 of whom were in the experimental group and 60 in the control group. The distance learning program was prepared based on the parallel curriculum model and the differentiation techniques proposed by the grid model were used. For the collection of data, the Mathematics Achievement Test and the Attitude Scale for Mathematics were given to the students in the experimental and control group as pre-test and post-test. The paired-samples t-test was used to compare the pre-test-post-test scores of students in the experimental and control group. The independent group’s t-test was used to compare the post-test scores of the students in the experimental group with the post-test scores of the students in the control group. Also, covariance analysis was used to compare post-test achievement and attitude scores after controlling pre-test scores in the experimental and control groups. The results of this study indicate that a differentiated mathematics program delivered via distance education increased the achievement and attitude toward mathematics in the experimental group. It was also stated that conducting similar studies for different courses and comparing results will contribute to distance education.

Keywords

Distance education, gifted and talented children, primary school students, mathematics teaching, program differentiation.

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Gül Eşsizoğlu ^*
Türkiye

Sevda Çetin
0000-0001-5483-595X
Türkiye

Publication Date

June 30, 2022

Submission Date

August 26, 2021

Acceptance Date

May 19, 2022

Published in Issue

Year 2022 Volume: 11 Number: 1

DOI

https://doi.org/10.55020/iojpe.1100221

IZ

https://izlik.org/JA89FU34GX

APA

Eşsizoğlu, G., & Çetin, S. (2022). IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS. International Online Journal of Primary Education, 11(1), 187-204. https://doi.org/10.55020/iojpe.1100221

AMA

1.Eşsizoğlu G, Çetin S. IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS. Int. Online J. Prim. Educ. 2022;11(1):187-204. doi:10.55020/iojpe.1100221

Chicago

Eşsizoğlu, Gül, and Sevda Çetin. 2022. “IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS”. International Online Journal of Primary Education 11 (1): 187-204. https://doi.org/10.55020/iojpe.1100221.

EndNote

Eşsizoğlu G, Çetin S (June 1, 2022) IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS. International Online Journal of Primary Education 11 1 187–204.

IEEE

[1]G. Eşsizoğlu and S. Çetin, “IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS”, Int. Online J. Prim. Educ., vol. 11, no. 1, pp. 187–204, June 2022, doi: 10.55020/iojpe.1100221.

ISNAD

Eşsizoğlu, Gül - Çetin, Sevda. “IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS”. International Online Journal of Primary Education 11/1 (June 1, 2022): 187-204. https://doi.org/10.55020/iojpe.1100221.

JAMA

1.Eşsizoğlu G, Çetin S. IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS. Int. Online J. Prim. Educ. 2022;11:187–204.

MLA

Eşsizoğlu, Gül, and Sevda Çetin. “IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS”. International Online Journal of Primary Education, vol. 11, no. 1, June 2022, pp. 187-04, doi:10.55020/iojpe.1100221.

Vancouver

1.Gül Eşsizoğlu, Sevda Çetin. IMPACT OF DIFFERENTIATED TEACHING IN DISTANCE EDUCATION PRACTICE ON GIFTED AND TALENTED PRIMARY STUDENTS. Int. Online J. Prim. Educ. 2022 Jun. 1;11(1):187-204. doi:10.55020/iojpe.1100221

Cited By

An Examination of Türkiye-Based Research on Differentiation Practices in the Education of Gifted Students

European Journal of Psychology and Educational Research

https://doi.org/10.12973/ejper.8.4.229

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