نوع المستند : المقالة الأصلية
المؤلفون
1 Almudabi
2 جامعة الشرقية-سلطنة عُمان
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The aim of this field study was to identify the problems that faced gifted and talented students in grades seven and eight in North Al Sharqiyah Governorate, and to examine the challenges that hindered teachers’ interaction with gifted students in classrooms. The researcher developed a scale based on instruments employed in theoretical literature. The scale consisted of 34 items distributed across two dimensions. The first-dimension targeted students and included 27 items divided into three domains: personal problems, social problems, and school-related problems. The second dimension addressed teachers’ challenges and contained seven items. The study finding showed that the overall problems of gifted students were rated at a mean score close to the “low” level, with an overall arithmetic mean of (2.676). Among the domains, personal problems ranked first at a medium level, followed by school-related problems in second place, and social problems (within the family and with peers) in third place at a low level. In contrast, the challenges that limited teachers’ ability to deal with gifted students in the classroom were rated at a high level. The most significant problem was “teachers’ heavy teaching load,” followed by “teachers’ suffering from time pressure”. The study recommended greater attention to specialized psychological support for gifted students in order to assist them in coping with psychological stress and the tension that resulted from high performance expectations.
الكلمات الرئيسية [English]
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