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  • Gifted students' often go unchallenged in the classroom, and this lack of tailored instruction can lead to decreased motivation, which, in turn, influences underachievement, which is a significant concern since these children, theoretically, should be our highest achievers. This 4-week (i.e., eight instructional days) semi-randomized, pre-test/post-test experimental design study tested a mathematical problem-solving intervention to evaluate its effects on gifted students' motivation in mathematics. Fourth and fifth grade gifted students were semi-randomly placed into groups for mathematical instruction using business-as-usual, Traditional Problem-Solving (TPS), or Mathematical Problem-Posing (MPP) pedagogical approaches. Twenty-nine gifted students took the Children's Academic Intrinsic Motivation Inventory (CAIMI; Gottfried, 2006) at pre-test (i.e., before instruction) and again at post-test to measure any potential changes in their learning motivation in mathematics using raw scores. A one-way analysis of covariance (ANCOVA) was conducted to explore the mean difference between groups (i.e., TPS/MPP instruction) on one continuous dependent variable (i.e., post-test motivation scores) while controlling for pre-test motivation scores (i.e., covariate). After controlling for pre-test scores, there was no statistically significant difference between groups in students' motivation scores, F(1, 26) = .057, p = .813, although students' motivation scores increased in both groups. Limitations, such as the duration of the intervention, are discussed along with implications for future research, which include repeating the study with a larger sample and for a longer duration. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

  • This study investigated how peer feedback as an instructional tool might increase the engagement of gifted middle school science students, potentially impacting their academic performance in science. It specifically addressed gifted students' perceptions of peer feedback in science. Furthermore, it explored how peer feedback could be considered a potentially effective learning strategy to increase student's engagement and learning from their peers in the science classroom. In this quantitative study, the researcher examined the independent variable, which was comprised of three peer feedback conditions: learning condition, rubric condition, and line condition, to see how students' perceptions of the usefulness of peer feedback were in science. A one-way repeated measures ANOVA was used to understand if there were any changes in student perceptions during peer feedback conditions through a STEM prosthetic hand project. All students participated in each stage of the study design by learning about the peer feedback conditions (learning, rubric, and line-by-line condition) and completed each survey at the conclusion of each condition. Within each peer feedback condition, students were learning how to give, receive, and apply peer feedback (the peer feedback cycle). However, the results of statistical analyses revealed no significant differences among the three peer feedback conditions. These findings challenge much of the available literature on peer feedback and suggest that these different conditions may be influenced by factors not accounted for in this study. There is evidence to suggest that there is enough promise in utilizing peer feedback, specifically using peer feedback in science and STEM courses. Future research should explore the potential impact on study results if the peer feedback cycle is applied after engaging in extensive community-building, in non-gifted learning environments, and with a control condition over a longer implementation period. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Última actualización de la base de datos: 2/10/26, 5:50 (CEST)

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