Multifaceted student practices for the gifted ‎ In public education schools in Mecca

Abstract

This research aimed to explore multifaceted academic practices for gifted students. A descriptive methodology was employed, utilizing a questionnaire for data collection, administered to a random sample of 300 male and female students. The sample was stratified based on educational level (middle school/secondary school), gender (male/female), type of education (public/private), and caregiver status (both parents / fathers only / mother only). The results indicated that the sample respondents' overall response to the questionnaire items was moderate. Furthermore, statistically significant differences were found at the 0.05 level between the means of the two research groups according to the educational level (middle vs. secondary) in response to the four questionnaire items collectively, with higher means favoring the middle school group. The study also confirmed the absence of statistically significant differences at 0.05 level between the means of the two research groups (males and females) in response to the four questionnaire items collectively. However, statistically significant differences were found at 0.05 level between the means of the two research groups according to the type of education (public vs. private) in response to the four questionnaire items collectively, with higher means favoring public education. Finally, the results indicated statistically significant differences in the sample respondents' responses based on caregiver status (both parents / fathers only / mother only) for the total questionnaire score, with higher means favoring those cared for by both parents compared to those cared for by either the father or the mother alone.

Keywords

• gifted students
• public education schools
• multifaceted practices