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An-Najah University Journal for Research - B (Humanities)

DOI

10.35552/0247.39.1.2303

Abstract

Objectives: This study aimed to identify gifted students with low achievement in Jordan by studying the impact of a set of factors and variables and to provide a scale with acceptable psychometric properties to identify this category of students. Methodology: The Mixed Approach was used using the comparative descriptive approach in the quantitative part and semi-in-depth interviews in the qualitative part. (349) gifted students were selected intentionally from King Abdul Allah II Schools for Excellence from the eighth to twelfth grades, where the number of gifted students with high achievement (220) and the number of gifted students with low achievement (129) participated in the study. Results: The results showed that the scale has acceptable psychometric properties that justify its use in identifying gifted students with low achievement, and the results indicated that there were no statistically significant differences between the two study groups due to the variables of gender, school stage, and geographical region. The results also indicated differences between the gifted students with low achievement and those with high achievement in terms of talent, attitudes towards teachers, attitudes towards school, motivation, and self-organization. The results of interviews with four gifted students with low achievement showed the existence of a set of factors that affect the achievement of gifted students in King Abdul Allah II Schools for Excellence, represented by internal psychological factors, student attitudes, and the educational environment, as these factors are considered indicators of utmost importance in determining the reasons that lead to low achievement among gifted students. Conclusions: The study concluded that the study tool has acceptable psychometric properties, which justifies its use to identify gifted students with low achievement. It also concluded that a set of psychological factors and the educational environment affect the achievement of gifted students. Recommendations: The study recommends developing educational and psychological support programs for gifted students with low achievement, improving the educational environment, motivating teachers to provide better support for this group, and periodically monitoring and evaluating the effectiveness of the scale used.

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