GIFTED AND TALENTENTED STUDENTS’ LEARNING STRATEGY PREFERANCES

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The aim of this study is to find the relationships between gifted students’ learning strategy preferences and their individual characteristics. 257 gifted students attending Science Art Centre, which is an after school activity centre for gifted and talented, participated into the study. Data were collected by Learning Strategy Scale. The scale consisted of 34 items. Finding were analysed under the four factors as short term storage, retention, attention, monitoring and coding strategies. Female students’ mean was higher than male ones. For Attention strategies and Following strategy, there were a meaningful difference between female and male students. Female students’ mean was higher than male ones. The effect size for these two factors was at medium level. For Remembering strategies, female students’ mean was higher than the male ones and the difference was meaningful. However, the effect size found low. For Storing and Coding strategies, gender was not an effective variable. But duration of attendance to Science and Art Centre is not a meaningful variable on learning strategy preferences. From this respect it can be said that that students’ learning strategy preferences had already been formed before they started to gifted education centres. The last research question was effect of students’ grade levels on their learning strategy preferences. According to the analysis results, it was found that grade level had a meaningful effect on Storing.

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Gifted and talented students , learning strategy , science and art centre

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi