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A comparison of high mental ability ...

Strickland, Tammy Denison.

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A comparison of high mental ability and creatively gifted students based upon math CRCT scores.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of high mental ability and creatively gifted students based upon math CRCT scores./
作者:	Strickland, Tammy Denison.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Gifted education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662762
ISBN:	9781321707472

A comparison of high mental ability and creatively gifted students based upon math CRCT scores.
Strickland, Tammy Denison.

A comparison of high mental ability and creatively gifted students based upon math CRCT scores. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 123 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Mercer University, 2015.

The flux of literature on high mental ability and creatively gifted students warranted additional research and clarification; thus, the purpose of this study was to investigate the relationship between high mental ability gifted students and highly creative gifted students. The sample included 771 male and female gifted middle school students, grades six through eight, from a middle-Georgia suburban county with three non-Title 1 schools and five Title 1 schools. Two groups of students were compared. Group 1 was comprised of students who were identified as gifted by the criterion of mental ability, achievement, and motivation, and Group 2 was comprised of students who were Students were identified as gifted by the criterion of creativity, achievement, and motivation.

ISBN: 9781321707472Subjects--Topical Terms:

3172499
Gifted education.

A comparison of high mental ability and creatively gifted students based upon math CRCT scores.
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300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Harriet Anne Hathaway.
502 $a Thesis (Ph.D.)--Mercer University, 2015.
520 $a The flux of literature on high mental ability and creatively gifted students warranted additional research and clarification; thus, the purpose of this study was to investigate the relationship between high mental ability gifted students and highly creative gifted students. The sample included 771 male and female gifted middle school students, grades six through eight, from a middle-Georgia suburban county with three non-Title 1 schools and five Title 1 schools. Two groups of students were compared. Group 1 was comprised of students who were identified as gifted by the criterion of mental ability, achievement, and motivation, and Group 2 was comprised of students who were Students were identified as gifted by the criterion of creativity, achievement, and motivation.
520 $a A quantitative non-experimental design compared means of Criterion-Reference Competency Test math scores using non-parametric Mann-Whitney statistical tests. For all three grades levels, there was a significant difference, but the effect sizes were small. The math CRCT scores for sixth grade Group 1 students (Mdn = 891) differed significantly from the math CRCT scores for sixth grade Group 2 students (Mdn = 878), U= 3374.50, z = -3.91,p < .001, r = -.247. The math CRCT scores for seventh grade Group 1 students (Mdn = 873) differed significantly from the math CRCT scores for seventh grade Group 2 students (Mdn = 861), U= 3672.50, z = -2.58,p = .010, r = -.173. The math CRCT scores for eighth grade Group 1 students (Mdn = 888) differed significantly from the math CRCT scores for eighth grade Group 2 students (Mdn = 876), U = 2809.00, z = -3.168,p = .002, r = -208.
520 $a Contrary to the much of the research documented in the literature review, there was a significant difference between two groups. Therefore, further research might unearth a confounding variable that might explain a portion of the inconsistencies among research studies, and continued research could be used to increase educators' cognizance of the untapped potential of highly creative gifted children.
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