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Üstün Yeteneklilere Yönelik Geliştirilen Programının Normal Gelişim Gösteren Öğrencilerin Akademik Başarısına Etkisi.

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Title: Üstün Yeteneklilere Yönelik Geliştirilen Programının Normal Gelişim Gösteren Öğrencilerin Akademik Başarısına Etkisi.
Alternate Title: The Impact of The Gifted and Talented Curriculum Design on the Mathematics Achievement of Typically Developing.
Authors: Özçelik, Tünay1 tunayozcelik@yahoo.com
Source: Journal of Kirsehir Education Faculty / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. 2026, Vol. 27 Issue 2, p412-431. 20p.
Subject Terms: *Gifted & talented education, *Program effectiveness (Education), *Individualized instruction, *Second grade (Education), *Mixed methods research, *Mathematical ability testing, *Curriculum planning
Abstract (English): The aim of the research is examining the effectiveness of an educational program designed for gifted students on the mathematics achievement of normally developing students. Various differentiation models were reviewed, and a mathematics program was developed based on the Gifted Education Program Design due to its suitability for general classroom settings. The study assessed the program's impact on students' learning levels using a mixed-methods approach, incorporating both quantitative and qualitative data. Quantitative data were collected through a mathematics achievement test, while qualitative data came from teacher interviews. A pre-test/post-test experimental control group design was used, study group consist of randomly selected 90 second grade student and 3 teachers. The program was implemented to parallel with (MEB) 2nd Grade Mathematics Curriculum over 14 weeks. A paired sample t-test was used to compare pre- and post-test scores within groups, and an independent sample t-test analyzed differences between groups, given the normal distribution of scores. Content analysis was applied to qualitative data. Findings indicate that gifted education programs significantly enhance mathematics achievement, supporting their role in addressing diverse learning needs. The study provides empirical evidence and offers recommendations for future research in gifted education. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Bu araştırma, üstün yetenekli öğrenciler için geliştirilen eğitim programının, normal gelişim gösteren öğrencilerin matematik başarısı üzerindeki etkisini incelemektedir. Çeşitli farklılaştırma modelleri değerlendirilmiş ve genel sınıf ortamına uygunluğu nedeniyle Üstün Yeteneklilik Programı Tasarımı temel alınarak matematik programı oluşturulmuştur. Programın etkisi karma yöntem kullanılarak değerlendirilmiş, nicel veriler matematik başarı testiyle, nitel veriler ise öğretmen görüşmeleriyle toplanmıştır. Araştırmada, ön test-son test kontrol gruplu deneysel desen kullanılmıştır. Rastgele seçilmiş 45 deney grubu, 45 kontrol grubundaki 2. Sınıf öğrencisi ve 3 öğretmen çalışma grubunu oluşturmaktadır. Geliştirilen program MEB 2. Sınıf Matematik Öğretim Programı ile paralel olarak 14 hafta boyunca uygulanmıştır. Bağımlı örneklem t-testi, ön test ve son test puanlarını karşılaştırmak için, bağımsız örneklem t-testi ise gruplar arasındaki son test puanlarını değerlendirmek için kullanılmıştır. İçerik analizi, nitel verilerin yorumlanmasında kullanılmıştır. Sonuçlar, üstün yetenekli öğrenciler için geliştirilen programların matematik başarısını artırdığını ve farklı öğrenme ihtiyaçlarını desteklediğini göstermektedir. Araştırma, üstün yetenekliler eğitimi alanında gelecekte yapılacak çalışmalar için önemli veriler sunmaktadır. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The aim of the research is examining the effectiveness of an educational program designed for gifted students on the mathematics achievement of normally developing students. Various differentiation models were reviewed, and a mathematics program was developed based on the Gifted Education Program Design due to its suitability for general classroom settings. The study assessed the program's impact on students' learning levels using a mixed-methods approach, incorporating both quantitative and qualitative data. Quantitative data were collected through a mathematics achievement test, while qualitative data came from teacher interviews. A pre-test/post-test experimental control group design was used, study group consist of randomly selected 90 second grade student and 3 teachers. The program was implemented to parallel with (MEB) 2nd Grade Mathematics Curriculum over 14 weeks. A paired sample t-test was used to compare pre- and post-test scores within groups, and an independent sample t-test analyzed differences between groups, given the normal distribution of scores. Content analysis was applied to qualitative data. Findings indicate that gifted education programs significantly enhance mathematics achievement, supporting their role in addressing diverse learning needs. The study provides empirical evidence and offers recommendations for future research in gifted education. [ABSTRACT FROM AUTHOR]
ISSN:21471037
DOI:10.29299/kefad.1654494