Curriculum Compacting: Differentiating Algebra Syllabus According to the Readiness Levels of Gifted Students

Joli, Nurul Suzaina; Kamarulzaman, Mohd Hasrul; Ishak, Noriah Mohd; Hissam, Fairuz Adlidna Badro; Azhari, Azrina Md; Hazir, Nursakinah Mat

doi:10.20319/pijss.2018.33.16831693

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are several theoretical and practical implications of the findings as far as the development and implementation of school-based gifted education are concerned. First, in conjunction with other evidence in Western contexts (e.g., [58][59][60]), the present study offers empirical support for the positive impact of different instructional practices on students such as curriculum compacting, differentiation and enrichment triad activities. Second, the findings of this study also suggest that the three-tier implementation model of gifted education could serve not only as a valid and viable model for the systematic delivery of learning opportunities and services to the gifted and talented, but also as the basis for quality teaching [61].…”

Section: Discussionsupporting

confidence: 78%

Development and Evaluation of a Pioneer School-Based Gifted Education Program (Project GIFT) for Primary and Secondary Students in Hong Kong

Shek

Cheung

Hui

et al. 2022

IJERPH

View full text Add to dashboard Cite

In this study, we used a quasi-experimental research design with pretest and post-test data collected from an experimental group and a control group to investigate changes in students after participating in a school-based gifted education program (Project GIFT) in Hong Kong. There were 3207 successfully matched students (3rd to 9th graders) joining the Level 1 program (for all students) alone or both the Level 1 program and Level 2 program (for gifted students). Participants of the experimental and control groups completed validated measures on creativity, multiple intelligences, gifted characteristics, self-efficacy, psychological well-being, and satisfaction with life before and after participating in the program(s). One-way ANCOVA results revealed that students in the experimental groups showed positive changes after joining the program(s), with a greater impact for students joining both Level 1 and Level 2 programs. Students participating in both Level 1 and Level 2 programs displayed significant improvement in creativity, academic performance, logical–mathematical intelligence, intrapersonal intelligence, self-efficacy, autonomy, environmental mastery, and personal growth compared to the control counterparts. This study illustrates the benefits of the Level 1 and Level 2 programs in promoting the holistic development of the program participants.

show abstract

Section: Discussionsupporting

confidence: 78%

Development and Evaluation of a Pioneer School-Based Gifted Education Program (Project GIFT) for Primary and Secondary Students in Hong Kong

Shek

Cheung

Hui

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Moreover, Tomlinson and Imbeau (2010) in their study stated that student readiness, interest and learning profile are the main factors of consideration of teachers in the implementation of differentiated teaching. Teachers need to learn to develop routines (differentiate curriculum from teaching) in the classroom without neglecting the diversity of students in terms of profile, interest, and willingness to follow learning (Bajrami, 2013;Joli et al, 2017;Tomlinson et al, 2003).…”

Section: Implementation Of Activitiesmentioning

confidence: 99%

Differentiated Learning Practices in Teaching Sirah: A Study in Selangor and Negeri Sembilan Trust Schools

Yusop¹,

Razak²,

Hamzah³

2022

IJARBSS

View full text Add to dashboard Cite

This study outlines the objective to explore teachers' understanding and practice of differentiated learning in Sirah teaching in the classroom. The study design was a case study using a qualitative approach. Data were collected through observations, interviews and document analysis involving five teachers and 25 students in group focused interviews from five Trust Schools in Selangor and Negeri Sembilan. The findings of the audio -recorded interviews were transcribed, compiled, systematically categorized, analyzed, and triangulated with the interview data of the study participants to develop and refine the interpretation of the data. The collected data were categorized into specific themes and coded based on the purpose of the study. The findings of the study indicate that teachers have a clear and deep understanding of different learning concepts in the teaching of Sirah in the classroom. All Sirah IET's practice differentiated learning in the teaching of Sirah through the approach of identifying the level of students in a class, determining groups and implementing appropriate activities. Meanwhile, students must also play their part to the best of their ability. Students must provide cooperation and input throughout the teaching session.

show abstract

Perception of Undergraduate Medical Students on Educational Environment

Rahman

Kamaruddin

Besar

et al. 2021

EIMJ

View full text Add to dashboard Cite

Educational environment in medical school has a significant influence on the students’ progress in becoming a holistic doctor. Different background of students may have different perception towards their educational environment. The objectives of this study were to explore and ascertain the overall educational environment status of two medical programmes in the Faculty of Medicine of Universiti Kebangsaan Malaysia (UKM) and to study the common areas of concern in the educational environment. A cross-sectional study was conducted in November 2018 among all the fourth-year undergraduate medical students of session 2018/2019 in the Faculty of Medicine of UKM using the Dundee Ready Education Environment Measure (DREEM) questionnaire. A total of 114 (72.61%) respondents had completed the questionnaire. The mean global score of UKM (136.14) was higher than the mean global score of UKM-Universitas Padjadjaran (UKM-UNPAD) (128.74). UKM also noted to have a higher total mean score for all the five subscales than UKM-UNPAD. The highest percentage score was observed in the subscale of Students’ Perception of Learning (SPoL) for UKM (71.89%) and UKM-UNPAD (68.56%). On the other hand, the lowest percentage score was observed among the UKM (62.57%) and UKM-UNPAD (60.04%) respondents in the subscale of Students’ Social Self-Perception (SSSP). Overall, all students across these two main academic programmes perceived the educational environment in UKM positively. However, there are still aspects of the educational environment that could be improved. The existing programmes and academic modules are subjected to rigorous evaluation to be able to meet the medical students’ requirements.

show abstract

Curriculum Compacting: Differentiating Algebra Syllabus According to the Readiness Levels of Gifted Students

Cited by 4 publications

References 0 publications

Development and Evaluation of a Pioneer School-Based Gifted Education Program (Project GIFT) for Primary and Secondary Students in Hong Kong

Development and Evaluation of a Pioneer School-Based Gifted Education Program (Project GIFT) for Primary and Secondary Students in Hong Kong

Differentiated Learning Practices in Teaching Sirah: A Study in Selangor and Negeri Sembilan Trust Schools

Perception of Undergraduate Medical Students on Educational Environment

Contact Info

Product

Resources

About