Although descriptions of enrichment
programs are valuable for practitioners, practices, and services for
gifted students,
they must be backed by evidence, derived through a
synthesis of research. This study examined research on enrichment
programs
serving gifted students and synthesized the current
studies between 1985 and 2014 on the effects of enrichment programs.
A
total of 26 studies were included in this
meta-analysis, and the findings show that enrichment programs had a
positive impact
on both gifted students’ academic achievement (g = 0.96, 95% CI [0.64, 1.30], under a random-effects model) and socioemotional development (g
= 0.55, 95% CI [0.32, 0.79], under a random-effects model).
Regarding
moderators of the effects, types of programs, and grade
levels influenced both effect sizes of academic
achievement and socioemotional development. The largest effect size was
observed
for summer residential programs in terms of
academic achievement and for a combination of summer and academic year
program
in terms of socioemotional development.
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