An Analysis of Gifted Students’ Capabilities According to the Results of TKT 7-11
Test
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Key Words:
Keywords (Original Language):
Author Name |
---|
Abstract (2. Language):
Introduction
Intelligence may be narrowly defined as the capacity to acquire knowledge and
understanding, and use that knowledge and understanding in different, novel situations. It
is this ability or capacity that enables the individual to deal with real situations and profit
intellectually from sensory experience. A test of intelligence is designed to formally study,
under test conditions, the success of an individual in adapting to a specific situation.
Scores from standardized intelligence tests (IQ scores) are often used to define one’s
intelligence level. It is, however, becoming increasingly accepted that these tests do not
reveal the complete picture, providing only a snapshot of a person’s ability in the area under
examination so that, for example, someone who has scored highly on a verbal test can only
be said to have a high verbal IQ and someone who has scored highly on a mathematical test
can only be said to have a high numerical IQ. Obviously, therefore, the more different types
of disciplines that are tested and examined, the more accurately the intelligence level of the
individual can be assessed.
An IQ-based notion of giftedness is admirably clear and can be precisely assessed.
The assessment methods of giftedness have been expanded greatly since the early part of the
century in most Western countries. IQ tests must be reliable and must show that they assess
intelligence adequately, almost always in reference to a criterion test such as the Stanford-
Binet. To explicitly reveal the special capacities of gifted and talented children, a sound
knowledge of their development features is required. Recognition of the ability fields of
gifted and talented child makes possible to help that child reach higher levels in a healthy
and successful developmental environment. There are many different types of intelligence
tests; however, a typical IQ test might consist of different sections, each testing a different
ability usually comprising verbal reasoning, numerical ability and diagrammatic, or spatial,
reasoning.
Identification of students’ areas of ability is of great importance in understood in
individual differences and individual students’ learning styles. These data are convenient for
teachers in planning the learning process, organizing the learning environment, observing
students' progress and helping to develop students’ potential. The purpose of this study is to
analyze the skills of the gifted and talented students attending the Science and Art Centres
according to theirTKT7-11test results. For this purpose, answers to the following questions
were sought: 1) At what level did the gifted students score on the TKT7-11? 2) How are the
abilities of the gifted students ranked according to their answers to the questions of the TKT
7-11? 3) Do the gifted students' abilities according to the TKT 7-11results differ in terms of
the variables of gender, place of residence and age? Method
The purpose of this research is to analyze the ability fields of the gifted students
according to the results of the TKT 7-11 test. The study was carried out in a survey model.
The research population was considered as a study group. The study was conducted on 243
gifted students who attend to Giresun Science and Art Centre in accordance with the IQ tests
results which applied from 2007 to 2013. The frequency, percentage, mean and standard
deviation scores obtained from the study group’s answers to questions on the TKT 7-11 test
were analyzed. Independent t-test and ANOVA were used to determine the differences
between the variables.
Findings
A significant portion of the gifted students who participated in the study gave the
correct answer to at least 80% of the questions on the TKT 7-11 test. The ability fields of
gifted students based on their responses to questions on the TKT 7-11 test are ranked in the
order of distinctiveness, language skills, reasoning, number skills and shape-space ability.
According to the independent t-test results between the scores related to the ability fields of
the surveyed students showed statistically significant differences in terms of the variables of
gender and place of residence in the "Reasoning" sub-dimension and in terms of the variable
of age in the ‚Reasoning" and "Shape-Space Capability" sub-dimensions. The ANOVA
results indicated statistically significant differences in terms of the variable of age in the
language skills, reasoning, number skills and shape-space ability sub-dimensions. Research
reveals that gifted and talented students' cognitive and affective skills are more advanced
than their peers, and that these abilities vary according to age.
Conclusions
Special attention should be paid to educating gifted students in ability fields
determined according to TKT 7-11 test results to ensure appropriate education programs
compliant with students ‘physical, mental and emotional development. Gifted students who
continue their education in the district centre schools and villages should be closely
monitored for the development of talent fields, and guidance should be provided to their
parents and teachers.
The methods and the types of testing used to determine the talents of gifted students
should be improved, and the teachers who guide students in test-taking should be selected
carefully. IQ tests scores are often used to define gifted and talented children’s intelligence
level. However, they have different skills. So they must be educated in accordance with
capability areas.
Discussion and Implications
Research has shown that more than half of gifted students correctly answered at least
80% of the questions contained in the TKT 7-11 test. The findings obtained from this study
indicated that 80% of the questions that measure language ability were answered a high level
by gifted students, a higher result than for questions measuring other ability fields. Gifted
students’ high scores in distinctiveness and in reasoning abilities indicate a significant
positive relationship between the intelligence associated with reasoning and distinctiveness.
According to the results of this study, the distinctiveness in the questions measuring shapespace
ability is relatively higher than in questions measuring other ability areas. The independent t-test results showed statistically significant differences in terms of gender and
place of residence, in that female students and students living in the city centre were more
likely to score higher in reasoning ability. The methods and the questions on the tests that
are used to determine gifted students should be updated, the distinguishing characteristics
and test questions should be strengthened, and the selection and training of teachers who
guide students in taking the tests should be treated more carefully. There is room for further
qualitative researching the area of identifying gifted and talented children identifying
abilities. Further research should also be conducted on the factors leading to the
development of giftedness.
Bookmark/Search this post with
Abstract (Original Language):
Tarama modelinde gerçekleştirilen araştırmanın amacı, Bilim ve Sanat Merkezine devam etme hakkı kazanan, üstün yetenekli ve üstün zekâlı öğrencilerin, TKT 7-11 sonuçlarına göre yetenek alanlarının analizidir. Araştırmanın evreni 2007- 2013 yılları arasında, Giresun Bilim ve Sanat Merkezi’ne devam etme hakkı kazanan 243 öğrenciden oluşmaktadır. Örneklem alınmamış, evrenin tamamına ulaşılmaya çalışılmıştır. Araştırmanın verileri, üstün yetenekli öğrencilerin, TKT 7-11 testinde yer alan sorulara verdikleri yanıtlardan elde edilmiştir. Çalışma grubunun TKT 7-11 testinde yer alan sorulara verdiği yanıtlardan elde edilen verilerin frekans, yüzde, ortalama ve standart sapma puanları analiz edilmiştir. Değişkenlere ilişkin puanlar arasındaki farklılıkları belirlemede, bağımsız t-testinden ve ANOVA’dan yararlanılmıştır. Üstün yetenekli öğrenciler, TKT 7-11 testinde yer alan soruların %80’ini doğru yanıtlamıştır. Öğrencilerin TKT 7-11 testinde yer alan sorulara verdikleri yanıtlara göre yetenek alanları, ayırt etme yeteneği, akıl yürütme yeteneği, sayı yeteneği, dil yeteneği, şekil-uzay yeteneği şeklinde sıralanmaktadır. Bağımsız t-testi sonuçlarına göre, araştırmaya katılan öğrencilerin yetenek alanlarına ilişkin puanlar arasında; cinsiyet ve yerleşim yeri değişkenleri açısından akıl yürütme yeteneği alt boyutunda, istatistiksel olarak anlamlı farklılıklar görülmektedir. Yaş değişkeni açısından ise dil yeteneği, akıl yürütme yeteneği ve şekil-uzay yeteneği ve sayı yeteneği alt boyutlarında istatistiksel olarak anlamlı farklılıklar görülmektedir.
FULL TEXT (PDF):
- 2