The Effectiveness of Stem Enrichment Program Towards Young Gifted Students
Nurul Suzaina Joli1*, Azizah Mohd Zahidi1, Nur Zakirah Syuhada Mohd Zamri1, Nursakinah Mat Hazir1, Azrina Md Azhari1, Jamaliah Hamdan1,
Roslina Ahmad Faisal1, Noorsyakina Simin1
1 Pusat GENIUS@Pintar Negara, Universiti Kebangsaan Malaysia (UKM), Selangor, Malaysia
*Corresponding Author: [email protected] Accepted: 15 November 2021 | Published: 1 December 2021
DOI:https://doi.org/10.55057/ajress.2021.3.4.5
_________________________________________________________________________________________
Abstract: The current education is on STEM towards preparing future human capital. As such, most of the education systems from different contexts have come up with various STEM-based courses to benefit their students. Among other STEM-based courses include Computer Programming, Crime Scene Investigation, Logical Reasoning, Cryptology, Fast-Paced Biology, Science Fiction, and Invention and Introduction to Robotics. These courses are normally taught to undergraduates and are considered high level. This study examines the incorporation of these STEM-based courses as an enrichment program on 284 students, aged 11 and 12 years old, in a three-week Summer Camp Program, organized by Pusat GENIUS@Pintar Negara, UKM. The students learned the STEM-based courses continuously for three weeks. Before teaching, they were given an off-level test as a pre-test to gauge their understanding and readiness on the subject matter. Various teaching techniques were used in the teaching such as; games, collaborative learning, dyad, small group discussion, short quizzes, and problem-based learning for a better understanding of the topics. Findings from the study show that there were statistically significant differences between the means of the student's achievement on the pre-test and post-test, indicating that students' performance improved due to the enrichment program. Students were found to perform better in the post- test as 96% of students showed an increment of marks from the pre-test. The results of the pre- test and post-test indicate that the programs had a statistically significant effect on students’
achievement. The students’ results were then assessed to determine the suitability and continuity of this program.
Keywords: Effectiveness, Enrichment Program, Gifted Students
_________________________________________________________________________
1. Introduction
The main purpose of this program is to know the level of understanding of gifted students in learning the most difficult subjects normally taught to freshmen undergraduate students.
Students are given pre-test and post-test to know their understanding before and after class started. Their level of understanding is gauged by comparing the pre and post-test results. The students' result is then assessed to identify the impact of this program towards gifted students.
This study would be used to determine the continuity of this program. The results of a Math and Science Summer Enrichment Program in Saudi Arabia, indicating that the programs had a statistically significant effect on students' thinking skills, research skills, personal and social skills, and mastery of academic content (Abdullah M. Aljughaiman, 2011). The finding is
consistent with those of Aljughaiman et al. (2009), which indicated a positive impact of school enrichment programs on personal and social skills. (Cannon, 2005) stated that enrichment program has been used as a tool to enhance gifted and talented students’ knowledge and to motivate students to pursue careers in the industry. The Virginia Department of Education, which administers enrichment programs, defines gifted and talented students "as those students whose abilities and potential for accomplishment are so outstanding that they require special educational programs to meet their educational needs" (Virginia Department of Education, 1996). Researchers believe that enrichment programs are vital to meeting the special needs of gifted and talented students (Olszewski-Kubilius, 1997. These programs also provide
"opportunities for an independent inquiry, in-depth study, and accelerated learning"
(Olszewski-Kubilius,p180). Thus, the present study examined the effectiveness of a summer camp enrichment program that offered STEM-based courses to a selected pool of Malaysian gifted students.
2. Literature Review
Gifted learners can generalize ideas, work with abstract ideas, and synthesize diverse relationships more than non-gifted students (Clark, 1992). Gifted learners also display persistence in an area of interest, have an unusually well-developed memory, early language development, curiosity, preference for independent work, and the ability to generate original ideas (Baska, 1989). Gifted learners also have particular intellectual and affective needs that necessitate a special education program (Chessman, 2007). Not only that, but Chessman (2007) in her study also highlighted that gifted learners do not only think differently but also feel differently. According to Whitmore (1980), not all gifted learners are high achievers. The underachievement of the gifted learners is perhaps caused by several factors such as an inflexible environment, inappropriate curriculum, or an unfortunate home environment;
otherwise, underachievement may be a deliberate tactic to obtain peer acceptance (Gross, 1994a). Studies of mathematically gifted learners point out that when the natural pace is not slowed, students make fewer computational errors (Rogers, 1994). Thus, the implementation of gifted programs must align with the criteria used to circumscribe the target population (Borland, 1989). Through the enrichment programs, the gifted learners are exposed to challenging education and creative experience that help them to exchange ideas and learn from their peers. According to (Horne, 2003), enrichment can be defined as a presentation of curriculum content with more depth, breadth, complexity, or abstractness than the general curriculum. Interactive and creative learning environments are among the factors that are taken into action to approach gifted students through the enrichment program. Students can use their thinking processes where they can develop their ability to function at an increased level of independence.
To nurture and enhance the natural gifts and abilities of the students, research in the field of giftedness and creativity must pave the way for change and development in teaching and learning (Aljughaiman, 2010). Cannon et al, 2009 highlighted those gifted and talented learners are exposed to the specific working industry by providing them with specific enrichment programs. According to Cannon (2005), enrichment programs have been used as a tool to develop gifted and talented students' knowledge and serve as a vehicle to motivate students to pursue careers in the industry by apply thinking skills in real practical situations.
Olszewski-Kubilius (1997) stated that researchers believe the implementation of special programs is vital to meeting the special needs of gifted and talented students. The challenge provided by these programs and the pace of learning is greatly different from the regular
independent inquiry, in-depth study, and accelerated learning" (Olszewski-Kubilius, p. 180).
These programs have emphasized the importance of inquiry-based learning, in which students participate in the process of scientific discovery (Bazler et al., 1993; Burkam et al., 1997;
Freedman, 1997; Jovanovic and King, 1998).
3. Methodology
This study was conducted during the 2019 Summer Camp Program at GENIUS@pintar National Gifted Centre which is located at the campus of Universiti Kebangsaan Malaysia in Bangi, Selangor, Malaysia. During the summer camp, students were exposed to accelerated and compacted STEM-based courses. There were 15 courses offered to 284 students who were selected to participate in this study. The level of understanding and the effectiveness of these programs towards gifted learners' knowledge was measured by pre and post-tests and instructor evaluation. Pre and post-test of academic achievement where students’ progress was evaluated from the start to the end of the enrichment program. The pre and post-test results were keyed into and analyzed using SPSS. Evaluation by the instructor is one of the methods of formative assessment to measure students’ level of understanding of the courses taught. Students’
learning was measured through evaluation forms generated to quantify student learning on a regular, ongoing basis
Pre and Post-Test Scores
Table 1 shows the mean of the students’ achievement for the pre-test and post-test which are 28.8% and 60.3% respectively.
Table 1: Paired Samples Statistics
Mean (%) N Standart Dev Pre Test 28.8 284 17.5 Post Test 60.3 284 19.8
Table 2 shows the paired samples correlation table, the correlation between pre-test and post- test is 0.447, indicating that there is a significantly positive correlation. Moreover, the p-value equals to zero is less than the significance value, 0.05 shows that there is a correlation between pre-test and post-test scores. It is showed that there are statistically significant differences between the means of the students' achievement in the pre-test and post-test. Therefore, it can be concluded that students’ performance improved due to the enrichment program.
Table 2: Paired Samples Correlations
N Correlation Sig.
Pre Test & Post Test 284 0.447 0.000
Percentage of Average Score for Pre and Post-test
When examining the pre-test for all classes (N=284), it was determined that the average score was 28.8%, ranging from 0 % to 85%, while when examining the post-test, it was determined that the average score was 60.3%, ranging from 15% to 100%. Table 3 shows that the percentage of average scores increased by 31.5%. It shows that there is sufficient evidence to conclude that students were found to perform better in the post-test.
Table 3: Pre and Post Test Result Mean
(%) Min (%)
Max (%) Pre Test 28.8 0 85 Post Test 60.3 15 100
Figure 1 shows the center of the post-test scores is much higher than the center of the pre-test scores. Thus, there is a slightly more spread in post-test scores than in pre-test scores. Both test scores appear to be symmetrically distributed.
Figure 1: Pre and Post Test Distributions
Paired Differences between Pre and Post Test
Since the value of t is 26.93 at p < 0.000, the mean difference between the pre-test and post- test is statistically significant. According to the significance value 0.000 which is less than alpha = 0.05, the hypothesis is rejected. Therefore, we can conclude that there is a significant difference between pre-test and post-test. Therefore, it can be concluded that the enrichment program contributed to the increment of post-test marks for every subject.
Table 4: Paired Differences
Paired Differences N t df Sig.( 2 tailed) Post Test-Pre Test 284 26.93 283 0.000
Table 5: Increment of Marks from Pre Test Post Test-Pre Test N (%)
Increase 272 96%
Same 4 1%
Decrease 8 3%
284 100%
Findings from Table 5 show that the number of students who sit for the pre and post-test.
Students were found to perform better in the post-test as 96% of students showed an increment of marks from the pre-test.
4. Conclusion
This study concludes that the implementation of an enrichment program to teach other high- level courses to young gifted students resulted in a more positive impact and experience.
Students who were involved in this program realized that it increases their level of understanding in the subject, and they have shown achievements in various STEM-based courses such as Computer Programming, Crime Scene Investigation, Logical Reasoning, Cryptology, Fast-Paced Biology, Science Fiction, Invention and Introduction to Robotics. This enrichment program also maximizes their potential in the new field of study, offers an added experience that eventually supports students' academic skills. Findings from the pre-test showed that 96% of the students' marks were increased and, from this result, it can be proven that the enrichment program benefits gifted students particularly in developing their thinking process which then enhances independent study and applies such advanced thinking skills in real practical situations. Therefore, this enrichment program should be continued to develop higher-level thinking among gifted students and to make them realize their potential which can later benefit the country.
References
Abdullah M. Aljughaiman. (2011). Evaluation of Math and Science Summer Enrichment Programs in Saudi Arabia. King Faisal University, Saudi Arabia.
Aljughaiman, Abdullah, Maajeeny, Osamah, Alfhaid, Abdulrahman, Abu Nasser, Fathi, Abu Oof, Talat, Ayoub, Alaa, and Alhusain, Ibraheem. (2009). Evaluation of Gifted Education Program in Public Schools in The Kingdom of Saudi Arabia.Unpublished study housed at the Ministry of Education, Kingdom of Saudi Arabia, Riyadh.
Aljughaiman, A. M., (2010). New dimensions: Gifted education in the 21st Century Learning and Individual Differences. 20,2010. 285–286.
Baska, L.K., (1989). Characteristics and needs of the gifted. In J. Feldhusen, J. Van Tassel- Baska, & K. Seeley (Eds), Excellence in educating the gifted (pp.15-28). Denver: Love Publishing Company.
Bazler, J.A., Spokane, A.R., Ballard, R., & Fugate, M.S., (1993). The Jason Project experience and attitudes toward science as an enterprise and career. Journal of Career Development, 20, 101-112. [10] Borland, J.H, 1989. Planning and Implementing programs for the gifted. New York: Teachers College Press.
Burkam, D.T., Lee, V.E., & Smerdon, B.A., (1997). Gender and science learning early in high school: Subject matter and laboratory experiences. American Educational Research Journal, 34, 297-331.
Cannon, J. G. (2005). Perceptions of the influence of the Virginia Governor’s School for Agriculture on VGSA alumni. Doctoral dissertation. Virginia Polytechnic Institute and State University.
Cannon J. G., Broyles, T. W., Seibel, G. A. & Anderson, R. (2009). Summer Enrichment Programs: Providing Agricultural Literacy and Career Exploration to Gifted and Talented Students. Journal of Agricultural Education (50), 2, 26 – 37.
Chessman, A., (2007). Catering for difference: institutionalizing a program for gifted students in an NSW comprehensive high school.
Clark, B., (1992). Growing up gifted (4th ed.) Columbus: Merrill. Commonwealth of Australia (1988). The report of the Senate Select Committee on the education of gifted and talented children. Canberra: Australian Government publishing service.
Freedman, M.P., (1997). Relationships among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357.
Gross, M.U.M., (1994a). What Research Tells Us. About Gifted and Talented Students. UNSW audiotape.
Ling-Hui Lin. (2008). Impact of Gifted Program from Math and Science Talent Students’
Perspectives. Department of Special Education, Kaohsiung Normal University, Taiwan.
Olszewski-Kubilius, P., (1997). Special summer and Saturday programs for gifted students. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (2nd ed., pp.180-188).
Boston: Allyn and Bacon.
Virginia Department of Education, (1996). The Virginia Plan for the gifted. Retrieved May 10, 2006
