Differentiated Instruction: Exploring the Attitudes of Gifted and Talented Students in Mathematics

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Differentiated Instruction: Exploring the Attitudes of Gifted and Talented Students in Mathematics

Mohd Fadzil Kamarudin^1*, Mohd Saifun Aznin Mohd Sharif^1*, Mohd Hasrul Kamarulzaman^2*

1 Pusat GENIUS@Pintar Negara, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Malaysia

2 Pusat Bahasa, Universiti Pertahanan Nasional Malaysia, Kem, Sungai Besi, 57000 Kuala Lumpur, Malaysia

*Corresponding Author: [email protected], [email protected], [email protected]

Accepted: 15 March 2022 | Published: 1 April 2022

DOI:https://doi.org/10.55057/ajress.2022.4.1.14

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Abstract: The purpose of this study was to study the attitudes of gifted and talented students in mathematics at Kolej GENIUS@Pintar Negara, Universiti kebangsaan Malaysia (KGPN).

The teaching strategy taken by teachers in the classroom has a significant impact on students' attitudes about mathematics. Since 2011, KGPN has used differentiated instruction as a kind of pedagogy in its teaching and learning activities. When gifted kids get differentiated teaching, they have the option to study any areas of knowledge, particularly in mathematics, that they are interested in or are ready to investigate. Teachers must diversify their teachings throughout the teaching and learning process to encourage gifted students to take a more active role in their learning. Even though differentiated teaching has been shown to be acceptable for gifted students, the attitudes and accomplishment of students in mathematics have yet to be demonstrated. A total of 400 gifted students from Kolej GENIUS@Pintar Negara, ranging in age from 11 to 17 years old, took part in this research. The information was gathered in July 2019 after the results of the mid-term exams. A questionnaire was constructed from the Motivational Orientation of Differentiated Instruction in English Language Teaching (MoDiELT) study released in 2017 to assess the attitudes of gifted and talented students in mathematics. The application of differentiated instruction in teaching and learning at Kolej GENIUS@Pintar Negara, Universiti kebangsaan Malaysia (UKM) was shown to strengthen the positive attitude of gifted students in the class, according to the findings. Students have a highly favourable attitude toward several selected components, including independence learning, openly express ideas, and thoughts, engaging activities, encouraging, and supporting teachers, flexible grouping, and interactive and appropriate assessment. Aside from that, several of the components of differentiated teaching have been shown to have a favourable influence on performance of gifted and talented students in mathematics. Additionally, this research offers a follow-up study to examine the impact of differentiated instruction on the mathematical thinking process.

Keywords: Attitudes; gifted and talented students; Differentiated instruction; learning profile;

achievement; mathematics

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1. Introduction

The development of a gifted and talented education centre at The National University of Malaysia (UKM) was the beginning of gifted and talented education in Malaysia, which began around 2011. The facility operates on the model of a full-boarding school and offers the

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country's first gifted education curriculum, which was developed in Malaysia. The process of selecting gifted and talented students began earlier this year, with all candidates required to sit for the UKM1, UKM2, and UKM3 examinations before being considered. Students who have successfully acquired a high score will be welcomed into the school summer camp before being awarded a place at GENIUS@Pintar Negara College, The National University of Malaysia (KGPN)(Yassin et al. 2012). Some definitions about gifted and talented students have been proposed. Heacox et al. (2020) state that gifted is a superior natural skill that may be found in both the cerebral and muscle realms of the physical domain of a person, as well as in his or her motor realms of the physical domain. Cognitive abilities such as intellect, creativity, social interaction, and perceptive ability are all examples of how intelligence presents itself. Superior qualities, such as wisdom, are imprinted on a person from birth, and these skills may or may not develop into superior characteristics throughout time. By engaging in repetitive activities such as learning new abilities and practising them, extraordinary abilities, capabilities, and skills may be developed over time. Examples include learning new skills and practising them.

A notable aptitude, competence, or skill is characterised by the presence of these attributes in the individual who possesses them. Outstanding achievement (in the top ten percent of their respective sectors) in academics, science and technology, arts, social services, public administration, business administration, gaming, and athletics, to name a few areas of expertise, are also characteristics of exceptional talent. As evidenced by the success of other gifted and talented students who have been placed in traditional classrooms, differentiate teaching techniques will be the most effective method of meeting the educational and learning needs of these students, regardless of whether they are placed in a traditional classroom (George 2005;

Lee 2018). Teachers are more likely to overlook gifted and talented students when developing lesson plans because they are typically regarded as the best students in the class, exhibit high levels of perseverance in completing tasks while earning consistently high grades, and have fewer disciplinary issues than other students. Placement of these children in courses with the same learning curriculum as other pupils is thought to be detrimental to their development.

Over time, they will discover that classroom learning is restricting, dull, and uninspired in their various disciplines and that the great majority of them are correct. As a result, students with high ability capacities may struggle to establish learning skills and achieve learning outcomes that are appropriate for their abilities (Kaplan et al. 2019). If they are not taught differently, this group of students will eventually come to believe that school is an unpleasant atmosphere in which genuine learning takes place, and they will lose interest in furthering their skills if they are not taught otherwise. Teachers who practise teaching in a different instruction than they are accustomed to will be more challenged in exploring new knowledge, developing further studies, developing self-skills, and further developing their interest in the context of teaching and learning in the classroom (Moosa et al. 2019; Reis et al. 2000). Therefore, it is necessary to educate in a different way in order to create a conducive and effective learning environment that fits the needs of gifted and talented students while also creating a diverse and attractive learning atmosphere in the classroom (Tomlinson 2017).

2. Literature Review

The attitudes of students toward teaching and learning have a significant impact on the effectiveness of such instruction. According to the researchers, it is one of the factors that influences students' attitudes and inspires them to acquire new areas of knowledge while providing their entire attention to the task at hand. The influence on students' enthusiasm and confidence in pursuing new information will be significant, which will ultimately lead to a greater grasp of what they are learning. Teachers must conduct in-depth teaching preparation of all parts of lesson planning for teaching and learning to proceed smoothly and successfully,

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and this examination must be thorough. Furthermore, the technique taken by teachers should be in line with the needs of students to have a beneficial influence on students' learning and to instil confidence in students to pursue further exploration of new information. student's attitudes toward teaching will be able to be developed appropriately and successfully if teaching and learning are carried out properly, regardless of gender or age of the students (Sungur et al. 2016). Differentiated instruction is the most effective approach to fulfil the need of gifted and talented students (George 2005; Lee 2018). It is becoming increasingly common in schools around the country to use differentiated instruction methods as part of their everyday activities. Student learning styles and preferences vary, and teachers who use differentiated instruction must design and organise their courses in a way that is customised to the varying learning styles, interest, and preparedness of their students (Tomlinson 2017). There are a variety of factors that might have an influence on this process, including student preparedness, interest and learning profile in the subject matter of the knowledge they are receiving. Teachers must always keep the attitudes of these students’ characteristics in mind to effectively handle this issue. Apart from the phrases listed above, there are a range of other names that may be used to describe the qualities of students who exhibit the traits stated above (Heacox et al.

2020). The capacity of students to demonstrate knowledge and talents while entering the classroom, for example, when it comes to the subject of preparation, can be regarded as preparation in relation to the subject of preparation. The physical classroom, as well as the conditions in which students are driven to study their areas of interest, is referred to as a learning environment (or areas of concentration). One may describe the method in which a student absorbs and retains new information and abilities as his or her learning style. This non- traditional teaching technique begins with the teacher attempting to capture the attention of his students by demonstrating comprehensive mastery of the topics that will be covered during the day. This is followed by a discussion of the topics that will be covered while the day. Prior to going on to the next step of the procedure, which is referred to as a pre-test, it is necessary to determine the degree of readiness of the students who will be participating in the procedure (Tomlinson 2017). The goal of this preliminary assessment is to determine whether the students are prepared for the next phase, which is the actual assessment. The instructor may choose the most appropriate learning material for each student (Reis et al. 2018; Wanjohi). In situations where students are well prepared, the instructor may choose to differentiate the teaching in the class based on the content of their students. Next comes the activity phase, during which the teacher will select activities that are appropriate for each of his students to participate in. After that, it's time to move on to the next step. it's time to move on to the evaluation step of the process. Because of this, he can design activities that are targeted at the learning styles of his pupils and distinguish his students in the classroom based on how far they have progressed during the learning process. As part of the classroom activities, teachers may assign homework, which may be in the form of problem-based learning, project-based learning, or any other type of assignment that they judge appropriate for the students. Here, the instructor prepares his lesson in a constructive manner and provides the students with the chance to examine and analyse a variety of answers to the topic or a collection of related problems. Teachers also help to establish an environment in the classroom that encourages students to learn new concepts and talents, while also having a favourable influence on the growth of students' knowledge and comprehension (Anon 2018; Heacox et al. 2020; Tomlinson 2017). It is beyond a doubt that teacher preparation in the formulation of appropriate activities is crucial. Before putting the recommended activities into action, they must be properly evaluated considering the students' interests, level of preparation, and learning style, among other considerations. Students will be more involved in the learning process because of the relevance of these activities, which will have a long-term positive influence on learning outcomes (Hava et al. 2020; Little 2018). It is critical to evaluate the impact of various approaches to training gifted and talented students in

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KGPN on student development in educational settings to ensure that these approaches have a genuine beneficial effect on student development in educational settings, as well as to ensure that students develop in educational settings.

Purpose Of The Study

The purpose of this study is to determine whether the activities implemented by the teachers throughout the teaching and learning sessions in differentiated instruction will have a positive impact on the attitudes of these students in mathematics. As well as an examination of student performance in the classroom will be carried out, with particular attention paid to students' achievement in the subject of mathematics.

Research Question

i. Is there a statistically significant association between differentiated instruction and students' attitudes in mathematics classes?

ii. Is differentiated instruction give impact toward student performance in mathematics?

Research Objective

i. To study the relationship between differentiated instruction and attitude of students in mathematics.

ii. To study the impact of differentiated instruction toward student’s performance in mathematics.

3. Methodology

This study was carried out using the survey technique, with a questionnaire consisting of two components, namely, student demographics and student responses to teaching and learning sessions utilising differentiated instruction method, which were administered to the participants. The questionnaire is based on the Motivational Orientation of Differentiated Instruction in English Language Teaching (MoDiELT)(Mohd Hasrul 2019). As a result, the original questionnaire was modified to account for students' motivational orientation toward differentiate instruction in mathematics. There are 9 sections of questions that need to be answered by students. It includes several elements in differentiated instruction process, namely Interest: teacher establishes learner interest in lesson, readiness: teacher bases lesson on learner readiness, learning profile: teacher bases lesson on learning profile, teacher allows choice, teacher monitors, teacher rewards, content: teacher varies the content based on theme/ topics, process: teacher varies the process, flexible grouping: teacher varies the grouping style, product: teacher varies the product and on-going assessment/ adjustment: teacher provides on- going assessment/ adjustment. There are five questions included in part 1, and they are designed to gauge the amount of interest that students have in educating others about mathematics using various methods and in various circumstances. Part 2 of the survey consists of five items designed to gauge students' degree of interest in teaching mathematics in a variety of settings and in a range of situations. While developing these things, the teachers' ability to manage the lesson in a way that was consistent with the interests of the students in the class was taken into consideration. Part 3 of the test consists of nine items that assess students' levels of preparedness for college and a career following high school completion. Depending on the level of acceptance of the activities among the students, which was evaluated by the teachers, these things were made accordingly. Examine the activities to assess whether they are appropriate for the pupils' current level of preparation to participate. In the third section, there are around a dozen questions that are geared toward determining how much tolerance kids have for activities that are carried out in the classroom and that are tailored to their learning styles.

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It is broken into three portions for part 4. When it comes to Section 4, it is a component that analyses the degree to which students can function independently in the classroom while taking part in various activities. Part 5 is broken down into two sections. During the survey, seven questions are posed concerning the extent to which teachers allow students to express themselves creatively while accomplishing the activities that have been assigned to them and whether they are given the opportunity to express their own views and opinions. Six items are included in this questionnaire, and they are designed to measure students' degrees of acceptability for activities that are carried out in line with themes that are important to the educational environment. Students' degrees of acceptability for activities carried out in line with themes that are important to the educational environment is assessed in part 6, which consists of six items. The substance of lessons is differentiated according to the lesson topic, which allows teachers to increase the efficacy of their instruction even more. Students are asked to score their level of acceptance of their school's complete educational process in this section, which has six elements. Part 7 is divided into six sections, each of which assesses a student's readiness to participate in flexible groups that are overseen by teachers. Using this study, we can determine the efficacy of instructors' flexible groups and the extent to which they are successful in their endeavours. Sections 8 and 9 each feature six questions aimed at determining the degree to which the students accept the exam based on an evaluation provided by the instructors. Sections 8 and 9 are based on an assessment provided by the teachers. Teachers broaden their educational experiences via the utilisation of instructional tools that are made accessible to them by the school district. Each student will receive a customised exam or evaluation that is tailored to their own interests, learning styles, and other characteristics. A 5- point scale was used to evaluate the items (with 5 representing strong Agreement and 1 representing strong Disagreement), with 5 representing strongly dissatisfied, 4 representing Agree, 3 denoting neutral, 2 denoting Disagree, and 1 denoting strongly Disagree. All the components have been arranged in accordance with the students' attitude toward mathematics, including independent learning, engaging activities, instructor support and encouragement, the opportunity to access their own ideas, flexible grouping, and attractive assignments. To discover whether or not each of these components actually improves students' attitudes toward mathematics, each will be examined. The effectiveness of differentiated techniques when they are put into practise in the classroom was tested in a second round of experiments. A correlation test was performed to examine the relationship between the student attitude component and student performance in mathematics. The findings of the investigation were documented and analysed. This study was conducted at KGPN and involved 400 gifted and talented students from all over Malaysia around July 2020. The results of the students' responses to the customised questionnaire were analysed using descriptive statistics. There are two aspects to the investigation. It is necessary to determine the mean of average scores for each component reviewed in the first section, as well as the proportion of students who picked strongly disagree, agree, neutral, agree and highly agree on the Likert scale in the subsequent section. The data was examined with the help of the IBM SPSS statistics 20 programme. With the use of the Cronbach's alpha statistical factor, it was possible to assess the consistency of the item in the survey. The Internal Consistency Cronbach's Alpha determines whether the data is inacceptable condition and may thus be accepted. According to consensus, a reliability value of Cronbach's alpha of 0.70 or above shows that the survey element is consistent and appropriate. Table 1 reveals that the coefficient of Cronbach's Alpha of two categories items for the survey elements is 0.907, which agrees with the findings of the study. So, the data acquired are quite dependable in terms of producing the results for the research.

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4. Result And Discussion

The attitudes of gifted students.

Figure 1 show that that the findings of the research on student attitudes of the efficacy of teaching differently. If teaching and learning run smoothly, the reaction of gifted and talented students to this learning method will have a beneficial influence. A series of random specific questions were posed to the students on their interest and happiness in attending these various teaching-conducted classes. On the attitude of gifted and talented students, figure 1 indicates the effect of differentiated instruction based on the students' willingness to participate in the activities carried out by the instructor, which enables them to independently acquire new concepts and ideas. Seventeen items were selected because they have the potential of assessing students' acceptance of teaching that is based on independent learning techniques. An aggregate of 17 items are included in the evaluation. According to the findings, the average value on the likert-scale is on a scale ranging from 1 to 5, with 3 and above being the most favourable score.

This illustrates that gifted and talented students tends to like the independence learning. It is a delight to see students who are gifted and talented genuinely interested in learning more about and experimenting with new subjects. They despise the idea of being restricted or compelled to obey the rules and regulations established by their instructors and teachers. Teachers must ensure that students have access to various learning activities, such as watching videos, playing games, exploring the internet, and other means of learning, which they must ensure are made available to them via the teaching and learning that they are doing(Karnes et al. 2021;

Tatarinceva et al. 2018). The ability to explore not just the bounds of a given job, but also other discoveries that have developed as a result of further research that they have conducted themselves, is another benefit of independence learning. Instructors may construct a broader variety of activities that encourage independent learning patterns, which have more favourable implications for the growth of gifted and talented students because of the diversity of new instruments accessible to them in this technological age.

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Figure 1 : students like to learn independently

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According to the findings of an investigation into eight items, students' acceptance of activities carried out in the classroom where they are given the opportunity and free to propose new opinions and thoughts regarding the learning that has taken place is depicted in Fig 2. The findings suggest that the activities carried out by the instructors provided students with the opportunity to express new ideas and opinions on their own initiative and that this was a positive outcome. However, it still must be improved in order to have a significant impact on these students' capacity to express their views and opinions in an effective manner. When it comes to exploring ideas and creating, students who are gifted and talented have an advantage over their peers(Lewis et al. 2018; Peters 2022). Some of them are eager to share their ideas on the issue with the others in the class. The implementation of activities that enable students to share their ideas and thoughts should be considered in preparing the lesson plan. It is a duty of instructors, who must place a heavy emphasis on this during lesson preparation sessions. In fact, the idea of gifted education is to meet the needs of gifted and talented students, and this is compatible with the philosophy of that definition(Winebrenner et al. 2021). If students have no chance to express their opinions and thoughts on these new and innovative ideas in a secure and open setting, they will feel restricted and lose interest in lessons. Some of them will also

consider that school is not the most conducive setting in which to educate themselves and others. It is vital for teachers to offer gifted and talented students the opportunity and chance to communicate their opinions and thought to have a positive impact on their emotions and learning development.

Figure 3 shows that studies are associated with interesting activities that occur during teaching and learning in a classroom setting at a higher rate than they are with non-interesting activities in a classroom. Students' interest in the activities that take place in the classroom is measured on a scale from 3 to 5 in accordance with Figure 3 below. As demonstrated in this example, activities that are carried out effectively and successfully have an impact on students' interest in and attitude toward mathematics teaching. Rather than focusing on the individuals themselves, differentiated instruction focuses on selecting activities that are adapted to the interests and learning styles of students who are exceptionally gifted and talented in their fields of study rather than on the people themselves. These qualities have enabled teachers to better organise classes by directing attention to activities that are genuinely suited to the interests and learning styles of the students present in the classroom. Even teachers may differentiate activities on their own to ensure that all groups of students from a variety of backgrounds have the chance to maximise their potential by relying on the skills and talents that they already possess to ensure that they all achieve their full potential. Even teachers have the advantages to design activities on their own, so they are not limited to only group activities or lessons.

Many students are interested in creating their own video games, such as develop gaming 0.00

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Figure 2 : Students are permitted to openly express their opinions and thoughts

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applications, which may be accomplished using certain software programmes. While developing an application, students should be given tasks that are tailored to their individual needs and talents. This will increase the likelihood that they will not only complete the assignments assigned by their teachers, but also develop the skills and potential that they already possess. Furthermore, it enables children to have greater potential in whatever field they want to study because of their advantages learning process in the class.

Figure 4 depicts students' reactions to their teachers' use of flexible grouping in the classroom in terms of their willingness to embrace the practise. Students' responses on the receiving scale range from 3 to 5, indicating that they agree with the group division strategy used by the teachers in differentiated strategy. When incorporating new educational approaches into the classroom, it is vital to have a flexible group division structure. Each student may select their favourite learning technique, which allows them to meet other students who are interested in the same learning approach as their preferred method, allowing them to form study groups. The capacity to organise students in a flexible manner benefits the speeding up of the actual learning process. Students are not encouraged to work in big groups with their peers throughout this course; rather, they are encouraged to connect with friends in small groups throughout the learning process. As a result of this expansion, learning becomes far less demanding and significantly more adaptive. This adaptable grouping strategy may allow students to be more autonomous in deciding the direction of their learning, which may benefit both the students and the teachers. It is advised for teachers to spend most of their time with students;

alternatively, teachers should just outline the scope of learning, after which students can choose their own learning methodologies and experiment with new concepts on their own. It is feasible to construct activities that are particular to the learning styles of gifted and talented students using this small group classification. By increasing the number of options available, it will improve the efficiency with which appropriate activities for a certain group of students may be picked. Furthermore, because the children will be socialising with their classmates rather than working alone on chores and projects, these group activities will benefit the development and shaping of the children who will participate in them. As a result, as previously indicated, this alternative teaching style should be capable of successfully developing students' personalities while simultaneously boosting students' knowledge of the topic or information being taught.

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Figure 3: The degree to which students are willing to participate in a range of interesting and appropriate activities

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Throughout teaching and learning sessions, the degree to which students appreciate the support of teachers in the classroom is depicted in figure 5. According to the statistics, when the acceptance value is roughly 3.5 or above, the scale suggests that students' answers are highly positive. The fact that instructors have carried out their tasks correctly while teaching and learning activities are carried out reveals that they have done their jobs well. Different approaches to teaching place greater emphasis on the student. On the other hand, teachers are expected to act as facilitators for each activity planning session that has been arranged. The help and support of teachers can aid students in identifying what they should do in order to finish a certain task by providing them with information and resources. It is essential that teachers describe the scope of learning in a way that permits students to continue their studies after they have completed the course. Students' levels of readiness for college and career are not the same for everyone. So, teachers must determine the level of competency of their students to ensure that the tasks offered are appropriate. To be clear, after the work has been developed, it should be followed by an accurate and simple-to-understand explanation of the task. The more specific the explanation of the responsibilities provided to pupils, the more likely it is that they will be completed successfully. Teachers must be always available when students want their aid. The diverse variety of students' backgrounds and levels of ability needs increased preparation on the part of teachers to cope with the diverse range of queries that may arise in class from their pupils. Teachers must be intelligent in their preparation of appropriate activities to maximise learning outcomes while not limiting the growth of their students. The fact that this occurs clearly suggests that teachers must improve their capacity to communicate effectively with their students.

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item 1 item 2 item 3 item 4 item 5 item 6 Figure 5: the level to which students appreciate

teachers who encourage student learning

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By looking at the data in Figure 6, we can examine how students feel about the preparation of activities and assessments that are assigned by their teachers during class time. Most of the scales have a value between 3 and 5, suggesting that the students are excited about the arrangements for such tasks in general. However, there is only one thing that shows below the scale of 3 degrees of difficulty, and that is the object in question. Teacher performance in this area must be improved if they are to prepare more successful lessons in the future. Teachers must be careful while analysing the strengths and weaknesses of their students to appropriately prepare them for the tasks that they will be assigned. The teachers' job is to provide appropriate assignments that will not only assess students' levels of mastery of the learning content they have studied, but also assist students in the learning process by giving them chances to practise what they have learned (on-going assessment). In differentiated instruction, this principle is emphasised in a different way, namely by assigning students a variety of different assignments(Vantassel-Baska et al. 2021; Weber et al. 2021). Students will benefit from this diversity since it will aid them in addressing the weaknesses that they may have in themselves as well as offer constructive inspiration to them to uncover better solutions in order to continue their learning experience. Assignments are not only determined by the level of readiness of students; they are also influenced by their personal interests and learning preferences, which are discussed more below. It is possible for teachers to assign assignments in the form of prototype construction to students who are interested in the creation of prototype equipment, so that these students feel challenged by the assignments they are given, in addition to the enjoyment they derive from assignments that are based on their interests and preferences. These students' learning skills are indirectly improved because of this, making the teaching, and learning process more comfortable for everyone concerned.

When differentiated instruction is employed in the classroom, a facilitator will be appointed to the teacher to assist him or her. Because student work is becoming increasingly important in the teaching process, teachers must adopt a more student-friendly approach if they are to stay effective in their roles. There will be an increase in the number of questions that students have, as well as their desire to learn more and acquire new information, which will result in an increase in the number of queries that teachers must react to. When differentiated instruction is used, however, it is preferable for teachers to encourage students to answer questions independently rather of relying on the teachers to do it on their behalf. Teaching materials, proper exercises, and successful evaluation procedures are all the responsibility of the

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Figure 6 :the degree to which students acknowledge the efficiency of the teacher-administered assessment

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instructor, who must prepare and help them in their endeavour. Additionally, students were interested in learning activities that helped them comprehend the theory, such as those found in differentiated instruction methods. Gifted and gifted children have diverse interests and learning styles. They are particularly interested and engaged by the teaching and learning activities that take place in the setting of the game, which some of them find particularly intriguing and engaging. It is clear from their behaviour that these students are extremely motivated to learn and explore new subjects. The fact that individuals feel motivated to participate in game-based activities is due to these characteristics. When dealing with this type of student, it is necessary for teachers to respond quickly and efficiently. Teaching and learning can be approached in a variety of ways, and instructors are not always required to provide appropriate activities for each teaching and learning session. Given the fact that there are some exceptionally bright and gifted students who choose the gaming activities in which they wish to participate, the instructor only needs to provide the students with information about the activities in which he wants them to participate and then ask them to design the game itself on their own. If the children are expected to come up with their own games and activities, it will almost certainly be more difficult for them to do so. The range of features available in online game creation software nowadays, such as Core Game Software, allows teachers to assign students the task of creating games that are linked to a topic or idea that they have just learned to their students. In addition to assisting students in absorbing new concepts and ideas that they have studied; the availability of online gaming apps will also assist students in learning new abilities that they may not have otherwise developed. During the group discussion, they were given the opportunity to express their thoughts and opinions to one another, which assisted them in gaining a more in-depth understanding of the theory and increasing their confidence in delivering a speech. Some activities will be designed to accommodate different learning styles among students as part of a differentiated approach to teaching that will be implemented. In general, it consists of the activities that are focused largely on the spread of information and ideas. Students would benefit from such activities because they will provide them the opportunity to express themselves and share their thoughts with other students in a safe and comfortable environment. It will ultimately teach youngsters to be self-sufficient when expressing their ideas, and it will benefit them in the development of their self-confidence. It is via the combination of all these aspects that students will be able to be more confident and daring in their exploration of new ideas and information, and they will ultimately be able to develop new innovations in their academic endeavours. Furthermore, it has provided an incentive for students to conduct study and use their imaginations to solve mathematical issues.

Other than that, they favoured an unhindered educational atmosphere, such as a considerable amount of time for mathematical topics and a flexible classroom setting, above other options.

They were also really engaged in the activities that took place throughout the lessons. Most students prefer to learn through hands-on activities. They will not grow tired of learning the lessons through activities, and their understanding of what they have learned will improve because of their involvement. In this way, all the elements of differentiated instruction, such as providing students with the chance and opportunity to explore knowledge in an open discussion environment, adjusting the classroom environment, engaging activities, and supportive teachers will increase the interest of gifted students in mathematics.

The impact of differentiated instruction toward student’s performance in mathematics.

The development of their students in mathematics should be closely monitored by teachers to ensure that their students do not fall behind in their academic courses. It was decided to conduct research in order to find out whether there is a link between the attitudes of bright and talented children and their mathematical accomplishments in order to find out the answer to this question. According to the data shown in Table 1, there appears to be a somewhat substantial

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association between students' attitudes toward mathematics and their mathematical achievement. According to the findings, students' attitudes in mathematics and their performance in the classroom are substantially correlated if the p-value is less than 0.05 according to the findings. According to the results of the study, practically all components of student attitude have an 80 percent or greater value, with these values being strong enough to demonstrate that students' attitudes toward mathematics have a substantial association with their performance and accomplishment in mathematics. Whenever two variables are measured on a Likert scale, a scale, or both, and when both variables have the same rating scale, this test is intended to examine the relationship between the two variables. The values of the variables under consideration are not mainly concerned with the absolute values of the variables under consideration; rather, the values of the variables are primarily concerned with the positions of the variables in the data sequence in which they are present. Following the findings of this study, it is concluded that thorough and suitable class preparation is essential in order to have a positive impact on students' educational achievements. Even if all of the different lesson plans are carried out easily and accurately, those pupils who are gifted and talented will feel more at ease in learning session.

Table 1: the relationship between attitude of students and performance of students in mathematics

There are 6 components listed in tables 1 and 2 as the indicators below:

C 1: Students are permitted to openly express their opinions and thoughts C 2: students like to learn independently

C 3: students' reactions to flexible grouping in the classroom

C 4: The degree to which students are willing to participate in a range of interesting and appropriate activities

C 5: the level to which students appreciate teachers who encourage student learning

C 6: the degree to which students acknowledge the efficiency of the teacher-administered assessment.

In Table 2, student views about mathematics instruction are split down into six components, each of which is shown as a linear connection. When you teach using differentiated instruction

Attitudes of students Maths Result (Sem1, 2020)

Maths Result (Sem 2, 2020) C 1 Correlation Coefficient .880^** .875^**

Sig. (2-tailed) 0.000 0.000

C 2

Correlation Coefficient .958^** .957^**

Sig. (2-tailed) 0.000 0.000

C 3 Correlation Coefficient .852^** .844^**

Sig. (2-tailed) 0.000 0.000

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approach, you have the benefit of ensuring that each component of differentiated instruction is interconnected with the others in the class. Before commencing this integrated teaching process, it is essential to conduct extensive preparation to ensure that there are no gaps or obstacles that might detract from the connection between the various components. As seen in Table 2, students had a high degree of interest in and a positive attitude toward the teaching process, as seen in Table 2. It is also clear that there is a substantial positive relationship between all of the components evaluated and the attitudes of these bright and talented students.

It is obvious that practically all of the values are more than 66 percent, demonstrating that there is a statistically significant relationship between all components of the instructional process.

Table 2: the relationship between 6 components of student’s attitude in mathematics

C1 C 2 C 3 C 4 C 5 C 6

C 1

Correlation

Coefficient 1 .801^** .792^** .660^** .638^** .758^**