Enhancing cognitive dimensions in gifted students through future problem-solving enrichment programs

Abstract

Abstract This study has undertaken a scrutiny of research pertaining to enrichment programs based on future problem-solving skills, aimed at enhancing the cognitive dimensions of gifted students between the years 2010 and 2023. The study used a sample of 10 studies; 3 correlational studies and 7 quasi-experimental studies. The study employed the descriptive-analytical approach by following a meta-analysis method. The study aimed to discern the effectiveness of enrichment programs based on future problem-solving skills in developing the cognitive dimensions of the gifted. The study's findings have indicated a significant impact of enrichment programs based on future problem-solving skills in the development of the cognitive dimensions of the gifted, as per both correlational and quasi-experimental designs. Moreover, statistically significant differences were found related to the variables of educational level and gender in accordance with both correlational and quasi-experimental designs. The study also advocates the need for further research in this domain to facilitate the generalization of the novel findings of this study within the gifted field.

Keywords

• Meta-analysis
• Gifted students
• Future problem-solving
• Enrichment programs
• Cognitive dimensions