Behavioral Characteristics, Academic Performance, and School Enrichment for Searching Giftedness: The Case of Ambo University, Non-Boarding Special Secondary School, Ethiopia

Abstract

The purpose of this study was to investigate relationship between behavioral characteristics, academic performance, and school enrichment of Ambo University non-boarding special school students. To this end, correlational research was employed. Latest version of scale for rating behavioral characteristics of superior students by and Purdue academic rating scale were used to generate data. One hundred (100) Ambo University Non-boarding Special Secondary School students (Male = 56, Female = 44) were selected through simple random sampling technique from grades 9-11. Students' academic performances and behavioral characteristics were rated by subject teachers, homeroom teachers, and principals. Results of rating students' academic performances revealed that students were at excellent levels in academic performance in English, mathematics, and science whereas at strong average in social studies. Results of correlation analysis showed that there was positive and significant relationship between Mathematics and English language academic performances (r = 0.332, r 2 = 0.11%, p < 0.01, df = n – 2 = 98). Mathematics performance was leading academic performance and in no subject Ambo University Non-boarding Special Secondary School students fell under average performance. 1% of students were self-nominated as gifted. Enrichment services such as health care, science technology engineering and mathematics, and instructional technologies are under satisfactory levels that need attention. Teachers and students should give emphasis to social studies as equal as other subjects.