Meta-analysis on the effect of enrichment programs on the academic achievement of gifted and talented students

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buir.advisorÇataloğlu, Erdat
dc.contributor.authorTosun, Ayten Sengü
dc.date.accessioned2022-08-16T06:31:55Z
dc.date.available2022-08-16T06:31:55Z
dc.date.copyright2022-08
dc.date.issued2022-08
dc.date.submitted2022-08-15
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (Master's): Bilkent University, M.A. in Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2022.en_US
dc.descriptionIncludes bibliographical references (leaves 93-106).en_US
dc.description.abstractMuch research has been conducted about gifted education recently. One of the most applied interventions in gifted education is enrichment. Enrichment is the teaching and learning process that increases the depth and complexity of typical school subjects. In this thesis, the effects of enrichment on the academic achievement of gifted and talented students, was examined. The meta-analytic procedure was used to determine the overall effect size. The researcher used Education Resources Information Center database (ERIC), the most comprehensive database on education literature, Bilkent online library, and Google Scholar to detect relevant studies. The studies were filtered to the studies published between 2013 and 2021. After applying the inclusion and exclusion criteria, 22 studies were determined to be included in this meta-analysis. The pooled effect size was estimated under the random-effects model using the R statistical software. The effect size measure used was Hedges’ g. The findings showed that enrichment programs had a positive moderate effect (g= 0.68, 95% CI [0.31, 1.05]) on students’ academic achievement. To investigate the robustness of the findings, heterogeneity analyses were conducted and publication bias was investigated through the funnel plot. High heterogeneity (I2=84.6%) of the findings supports the use of a random-effects model. Also, the funnel plot showed an asymmetry which might be the reason for this heterogeneity and/or a possible publication bias found in the literature. In addition, subgroup analyses were performed to check for possible reasons for this high heterogeneity.en_US
dc.description.degreeM.A.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2022-08-16T06:31:55Z No. of bitstreams: 1 B161164.pdf: 1392633 bytes, checksum: 1d210b3067f1c4cf87b57a73785e7623 (MD5)en
dc.description.provenanceMade available in DSpace on 2022-08-16T06:31:55Z (GMT). No. of bitstreams: 1 B161164.pdf: 1392633 bytes, checksum: 1d210b3067f1c4cf87b57a73785e7623 (MD5) Previous issue date: 2022-08en
dc.description.statementofresponsibilityby Ayten Sengü Tosunen_US
dc.format.extentxii, 112 leaves ; 30 cm.en_US
dc.identifier.itemidB161164
dc.identifier.urihttp://hdl.handle.net/11693/110445
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectGifted and talented studentsen_US
dc.subjectTalent developmenten_US
dc.subjectEnrichmenten_US
dc.subjectAcademic achievementen_US
dc.subjectMeta-analysisen_US
dc.titleMeta-analysis on the effect of enrichment programs on the academic achievement of gifted and talented studentsen_US
dc.title.alternativeZenginleştirilmiş programların üstün zekâlı ve yetenekli öğrencilerin akademik başarısına etkisi üzerine meta-analiz çalışmasıen_US
dc.typeThesisen_US

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