Relationship between the perceived effects of acceleration and the academic performance of gifted children in a public school in Metro Manila

Date of Publication

2005

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Perlita M. Jamoralin

Defense Panel Chair

Adelaida L. Bago

Defense Panel Member

Lilia S. Bautista
Myrna R. Gigantone

Abstract/Summary

This study attempted to find out the perceived effects of acceleration programs on gifted students. Specifically, the study sought to answer the following questions: 1. What are the profiles of the sample of gifted students in terms of: 1.1 age, and 1.2 gender 2. What are the effects of the acceleration program as perceived by teacher and student respondents in terms of academic performance in the following areas: 1.1 Reading and Comprehension 1.2 English Language and Writing 1.3 Filipino 1.4 Science 1.5 Mathematics 1.6 Heyograpiya, Kasaysayan, at Sibika (HEKASI) 3. What are the performance levels of students in terms of the academic performance in the following areas as indicated by the report card ratings? 3.1 Reading and Comprehension 3.2 English Language and Writing 3.3 Filipino 3.4 Science 3.5 Mathematics 3.6 Heyograpiya, Kasaysayan, at Sibika (HEKASI) 4. Is there a relationship between the perceived effects of the acceleration program and the actual ratings in the report cards of the students? The conducted research used the descriptive method employing a questionnaire developed by the researcher, validated by special education experts, and field tested to establish reliability. Resulting data were tallied, analyzed, and interpreted making use of statistical treatment. Findings of the study revealed that 84.62% of the student respondents are ages 10 and 11; 69.23% were female, although, there is no significant relevance on the cognitive and socio-emotional skills of gender in this specific study. However, the reason for the clustering of age to two specific values was the admission in school at a specified chronological age. And since the students are in a program where they are required to finish three grade levels in a period of two years, this age clustering is expected. As to the profile of the teacher respondents, since the program was limited to two classes, only three teachers handled these classes. It can be observed that majority of the teachers are ages 34 and above. With reference to gender, all teachers are female. 66.67% of the respondents also have Masters Degree in Education; and with regard to teaching experience, all three teacher respondents have taught for 15 years and above. This would imply that all teachers assigned to the acceleration program have sufficient educational requirements and experience, which qualified them to the program. On views of potentially gifted students and their teacher respondents on the effects of the acceleration program in terms of cognitive skills, both group of respondents agreed that in Reading and Comprehension, the students were rated between the excellent to very satisfactory having a mean score of 3.929 from the students perception and 5.00 by the teachers. In English language and writing, both teacher and student respondents agree that the students are also between the very satisfactory to excellent level receiving a mean score of 3.861 from the students and 4.333 from the teachers. Similarly in Filipino, both student and teacher responses shoed that the students were within the very satisfactory to excellent levels as the mean scores from the students perception reveals a 3.756 rating, while the teachers rated them with a perfect score of 5.00. In Science, both students and teachers believed that the students were within the very satisfactory to excellent level as students rated themselves 4.098 while the teachers gave a mean score of 5.00. In Mathematics, the student and teacher respondents agreed that the students fell within the same level as the previous subject areas as the garnered a mean of 3.798 from the questionnaire responses, and teachers gave a mean score of 4.667. On Hekasi, both student and teacher respondents agreed that the students were within the very satisfactory to excellent level as they got mean scores of 3.972 from their perception while the teachers gave an average score of 4.00. On Socio Emotional Adjustment, both respondents believe that the students are still within the range of very satisfactory to excellent level since the mean scores from the students perceived effects of the acceleration program resulted in 3.931 while their teachers gave them a perfect mean score of 5.00. There is no significant difference between the perception of student and teacher respondents on the effects of the acceleration program in terms of academic and socio-emotional skill since the computed mean scores values were within the same rating range which is very satisfactory to excellent. A correlation between the perceived effects of the acceleration program and the third quarter report card ratings showed that there were positive and negative relationships between the same variables in both assessments, however, the resulting Pearsons r values were less then the required r for significance. Hence, the grade average for each individual subject areas in the students report cards and the perceived effects of acceleration indicated either a positive or negative relationship but the relationships were not significant. The t-test was performed to see whether a difference between the means of the third quarter grades and the students perceived effects of the Acceleration program was significant. Comparing the computed t-values with the critical t-values obtained from statistical analysis showed that the level of significance at = 0.was reached for all subject areas. The computed values shows that there is a significant relationship between the effects of the acceleration program as perceived by the students and their ratings in the report card. The effects of the acceleration programs as perceived by the potentially gifted students and their teachers were positive in the sense that both groups of respondents perceived the subjects as very capable if not excellent in terms of their academic and socio-emotional skills. Furthermore, the results of these findings were validated by the ratings received by the students in their report cards for the third quarter of the current school year. Because of these favorable perceptions, both groups of respondents would strive to achieve further advancement in terms of their academic and social standing not only in their classroom, but also within the school, and later on into society.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004025

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Educational acceleration; Achievement motivation in children; Public schools; Gifted children

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