Academic Performance of Gifted Students in Reading, Math and Science in the Fourth Grade of Elementary School in Tehran

Document Type : Original Article

Authors

1 Associate Professor, Department of Educational Psychology, Faculty of Psychology, Kharazmi University, Tehran, Iran.

2 PhD student in Educational Psychology, Faculty of Psychology, Shahid Chamran University, Ahvaz, Iran

3 Master in Educational Psychology, Faculty of Psychology, Kharazmi University, Tehran, Iran.

Abstract

Academic acceleration is a kind of educational approach or intervention based on which smart and gifted students can complete courses and educational programs in a shorter period of time and at a faster speed at a younger age than usual. A quick look at the statistics of gifted students shows that the number of these students is increasing and every year the number of applicants for academic acceleration is increasing. Since the performance and academic success of gifted students in the years after the jump is very important, the academic performance of these students was compared and investigated with two groups of their peers in this study. The participants in this research included 207 students, 73 of whom were gifted and the rest were not. In addition to the intelligence factor, items such as parents' education level, occupation and socio-economic status as well as the living area were also taken into account for comparison. For each gifted student, a peer of the same age (third grade) and a peer of the same grade (fourth grade) were selected. Academic performance of these students was measured in reading comprehension, in Math in two axes of application and reasoning, as well as in Science in three axes of knowledge, application and reasoning. The statistical analysis of the research findings showed that there is no significant difference between gifted students and their peers

Keywords

References

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Journal of research in instructional methods
Volume 1, Issue 2
September 2023
Pages 115-144

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History

  • Receive Date: 24 July 2023
  • Revise Date: 23 August 2023
  • Accept Date: 27 August 2023

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