Assessment of Conventional Teaching Procedures: Implications for Gifted Learners

Autor/in	Alenizi, Mogbel Aid K.
Titel	Assessment of Conventional Teaching Procedures: Implications for Gifted Learners
Quelle	In: International Journal of Education and Literacy Studies, 4 (2016) 3, S.8-17 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Gifted; Conventional Instruction; Mathematics Skills; Mathematics Instruction; Learning Problems; Control Groups; Experimental Groups; Achievement Gains; Scores; Skill Development; Teaching Methods; Teaching Models; Instructional Effectiveness; Gifted Disabled; Achievement Tests; Females; Task Analysis; Foreign Countries; Statistical Analysis; Saudi Arabia + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lernproblem; Achievement gain; Leistungssteigerung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Weibliches Geschlecht; Aufgabenanalyse; Ausland; Statistische Analyse; Saudi-Arabien
Abstract	The present research aims to assess the conventional teaching procedures in the development of mathematical skills of the students with learning difficulties. The study group was made up of all the children with academic learning disorders in KSA. The research questions have been scrutinized from the averages and the standard deviation of the marks scored by the participants in the test and control group. The outcomes of the study show that the conventional teaching procedures have effects on mathematical skill development of the female pupils with learning disorders. The results of the study show that the test group outperformed the control group. Based on the data and the evidences, various recommendations have been proposed for the stakeholders in the area of teaching the gifted children so as to ascertain better training for them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01