Differentiated Instruction: Exploring the attitudes of gifted and talented students in Mathematics
List of Authors
  • Mohd Fadzil Kamarudin , Mohd Hasrul Kamarulzaman , Mohd Saifun Aznin Mohd Sharif

Keyword
  • Attitudes; gifted and talented students; Differentiated instruction; learning profile; achievement; mathematics

Abstract
  • The purpose of this study was to study the attitudes of gifted and talented students in mathematics at Kolej GENIUS@Pintar Negara, Universiti kebangsaan Malaysia (KGPN). The teaching strategy taken by teachers in the classroom has a significant impact on students' attitudes about mathematics. Since 2011, KGPN has used differentiated instruction as a kind of pedagogy in its teaching and learning activities. When gifted kids get differentiated teaching, they have the option to study any areas of knowledge, particularly in mathematics, that they are interested in or are ready to investigate. Teachers must diversify their teachings throughout the teaching and learning process to encourage gifted students to take a more active role in their learning. Even though differentiated teaching has been shown to be acceptable for gifted students, the attitudes and accomplishment of students in mathematics have yet to be demonstrated. A total of 400 gifted students from Kolej GENIUS@Pintar Negara, ranging in age from 11 to 17 years old, took part in this research. The information was gathered in July 2019 after the results of the mid-term exams. A questionnaire was constructed from the Motivational Orientation of Differentiated Instruction in English Language Teaching (MoDiELT) study released in 2017 to assess the attitudes of gifted and talented students in mathematics. The application of differentiated instruction in teaching and learning at Kolej GENIUS@Pintar Negara, Universiti kebangsaan Malaysia (UKM) was shown to strengthen the positive attitude of gifted students in the class, according to the findings. Students have a highly favourable attitude toward several selected components, including independence learning, openly express ideas, and thoughts, engaging activities, encouraging, and supporting teachers, flexible grouping, and interactive and appropriate assessment. Aside from that, several of the components of differentiated teaching have been shown to have a favourable influence on performance of gifted and talented students in mathematics. Additionally, this research offers a follow-up study to examine the impact of differentiated instruction on the mathematical thinking process.

Reference
  • 1. Anon 2018. Differentiated Instruction, World Book, Inc., Chicago: 1;. 2. George, P. S. 2005. A Rationale for Differentiating Instruction in the Regular Classroom. Theory into practice 44(3): 185-193. 3. Hava, K., Guyer, T. & Cakir, H. 2020. Gifted Students’ Learning Experiences in Systematic Game Development Process in after-School Activities. Educational Technology Research and Development 68(3): 1439-1459. 4. Heacox, D. & Cash, R. M. 2020. Differentiation for Gifted Learners: Going Beyond the Basics. Free Spirit Publishing. 5. Kaplan, A., Neuber, A. & Garner, J. K. 2019. An Identity Systems Perspective on High Ability in Self-Regulated Learning. High Ability Studies 30(1-2): 53-78. 6. Karnes, F. A. & Bean, S. M. 2021. Methods and Materials for Teaching the Gifted. Routledge. 7. Lee, H. 2018. Differentiated Instruction for Gifted and Talented Students: Teaching Gifted and Talented Students with Diversity Responsive Education Method. Dlm. (pnyt.). Curriculum Development for Gifted Education Programs, hlm. 43-60. IGI Global. 8. Lewis, K. D., Novak, A. M. & Weber, C. L. 2018. Where Are Gifted Students of Color? The Learning Professional 39(4): 50-58. 9. Little, C. A. 2018. Teaching Strategies to Support the Education of Gifted Learners. 10. Mohd Hasrul, K. 2019. Teacher Cognition of Differentiated Instruction in English Language Teaching and Learning. Thesis (PhD / Doktor Falsafah), Supervisor:Hazita Azman, Prof. Dr. 11. Moosa, V. & Shareefa, M. 2019. The Impact of Teachers’ Experience and Qualification on Efficacy, Knowledge and Implementation of Differentiated Instruction. 12. Peters, S. J. 2022. Where Does Gifted Education Go from Here: Chaos or Community? Gifted child quarterly 00169862211066947. 13. Reis, S. M. & Mccoach, D. B. 2000. The Underachievement of Gifted Students: What Do We Know and Where Do We Go? Gifted child quarterly 44(3): 152-170. 14. Reis, S. M. & Renzulli, J. S. 2018. The Five Dimensions of Differentiation. International Journal for Talent Development and Creativity 6(87-94. 15. Sungur, H. & Köse, M. 2016. Gifted Students' Attitudes Towards History Lessons Based on Gender and Grade Level. ÜSTÜN YETENEKLİ ÖĞRENCİLERİN TARİH DERSİNE YÖNELİK TUTUMLARININ CİNSİYET VE SINIF SEVİYESİ BAĞLAMINDA İNCELENMESİ. 11(19): 739-756. 16. Tatarinceva, A. M., Sergeeva, M. G., Dmitrichenkova, S., Chauzova, V., Andryushchenko, I. & Shaleeva, E. 2018. Lifelong Learning of Gifted and Talented Students. Espacios 39(2): 29. 17. Tomlinson, C. A. 2017. How to Differentiate Instruction in Academically Diverse Classrooms. ASCD. 18. Vantassel-Baska, J. & Baska, A. 2021. Curriculum Planning & Instructional Design for Gifted Learners. Routledge. 19. Wanjohi, A. M. Teaching Gifted and Talented Learners. 20. Weber, C. L., Boswell, C. & Behrens, W. A. 2021. Exploring Critical Issues in Gifted Education: A Case Studies Approach. Routledge. 21. Winebrenner, S. & Brulles, D. 2021. What Do Gifted Students Need, Maine Gateways. Retrieved. 22. Yassin, S. F. M., Ishak, N. M., Yunus, M. M. & Abd Majid, R. 2012. The Identification of Gifted and Talented Students. Procedia-Social and Behavioral Sciences 55(585-593.