Gifted Students

Questions

How does the understanding and appreciation of literature increase in gifted students when grouped by ability? Does the use of analogies and instruction make it possible for students who are gifted to have critical and creative reading? Is reading acceleration and personal enrichment possibilities of meeting the needs of gifted students?

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Hypothesis

Students clustered by means of capability for reading instruction actually appear to have enlarged understanding and pleasure of literature. Instruction and the use of correlation smoothens the progress of critical and creative reading; principally in classes for gifted students. Two possibilities obtainable to meet up the requirements of gifted readers in the classroom are reading speeding up and personal fortification

Methodology

For the first research question, I will use Sampling Method, and in this primary data collection method, I will use Observation method and Questionnaire method.

Observation method involves taking several schools and observing the gifted students’ school life. The school life of the average students gets the comparison to this. Emphasis are made on their conduct in class, study rooms, library and in the playground where the students are grouped according to their ability. To increase the degree of accuracy and minimize the error I would also use questionnaire method. Some gifted students and average students would answer some guiding questions. This would give clear information on the effect of grouping the gifted students to enhance their understanding and appreciate literature.

The hypothesis, ‘Students clustered by means of capability for reading instruction is realized to have enlarged understanding and pleasure of literature’ has two variables. The dependent variable (the subject) is the gifted students. This dependent variable is the one that changes or is the effect of the result of some deed. The independent variable is the increment of understanding and appreciation of literature. This is because it is responsible for any change in the gifted students. In data collection, the key thing is not the method of collecting data, but the usefulness of the data. This data will be collected using questionnaire and observation methods.

In the second question, ‘Does the use of analogies and instruction make possible critical and creative reading in students who are gifted?’ I will use experiment method. In this method, I would carry out the research by forming two groups. One group is the Test group. Then the other one is the control group. Choosing the students to study would be a very important thing to consider. If choosing of students were done wrongly, then the level of accuracy of this research would be very low.

To carry out the experiment, I would choose fifty schools from which I would get the gifted students. Students from two of the schools chosen would compose of the control group (this number is usually 3% to 10% of the total).Then the rest of the students would compose the test group. The test group gets the instructions on how to read, together with analogies to boost their zeal for reading. Then the other group, the control group is not. After this, I observe the creative and critical reading in students.

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The hypothesis ‘Instruction and the use of correlation smoothens the progress of critical and creative reading; principally in classes for gifted students’ has two variables. The dependent variable is the gifted students since they are the ones who are affected or change. The independent variable is the instructions and analogies administered on these students. To ensure that the information I collected is useful and accurate, I put down my findings on paper. I then tabulate the information I get.

In the third question, ‘Is reading acceleration and personal enrichment possibilities of meeting the needs of gifted students?’ In this question, I would also use experimentation method to study a sample of students (What are Research Methods, 2008). I will identify a test group that will run alongside a control group. The focus is to identify if reading acceleration and personal enrichment will help the gifted students to read.

I will provide the test with information about the importance of reading. I will also show how it enriches people with information in several fields of life. To accelerate their reading I will reward those who have taken more time to read. After some time I will compare the results with those of the control group.

The hypothesis: ‘Two possibilities obtainable to meet up the requirements of gifted students in the classroom are reading speeding up and personal fortification’. The dependent variable is the gifted students, while the independent variables are reading speeding up and personal fortification. To select the sample I would use random sample ensuring that the information obtained is as accurate as possible. Then I would collect data using questionnaires and interviews. Then I finally tabulate the information.

In conclusion, I would research to provide information that is on the ground. Accuracy of the findings would be my greatest priority. I would also ensure that the error at most, would be 5%. If I were to carry out the research, many times my findings would be similar, or with minimal difference. In addition, I would choose my samples wisely to avoid biasness or subjectivity in the work done.

References

What are Research Methods, (2008). Sociology.camden.rutgers.edu. Web.

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StudyCorgi. (2021, May 8). Gifted Students. Retrieved from https://studycorgi.com/gifted-students/

Work Cited

"Gifted Students." StudyCorgi, 8 May 2021, studycorgi.com/gifted-students/.

1. StudyCorgi. "Gifted Students." May 8, 2021. https://studycorgi.com/gifted-students/.


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StudyCorgi. "Gifted Students." May 8, 2021. https://studycorgi.com/gifted-students/.

References

StudyCorgi. 2021. "Gifted Students." May 8, 2021. https://studycorgi.com/gifted-students/.

References

StudyCorgi. (2021) 'Gifted Students'. 8 May.

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