THE EFFECTS OF AN ENRICHMENT PROGRAM ON THE SELF-CONCEPTS AND CREATIVE THINKING ABILITIES OF GIFTED AND CREATIVE ELEMENTARY STUDENTS
Abstract
The purpose of this study was to determine the effects of an enrichment program on the self-concepts and the creative thinking abilities of gifted and creative students. Students in grades three through six were identified as gifted on the basis of achievement test scores and teacher ratings. Following identification, almost 400 students from a large county school system in central Indiana were randomly assigned to either the program or a control group. Students assigned to the program group participated in PACE, a creative enrichment program based on the Purdue Three-Stage Model. PACE focused on activities and lessons designed to facilitate creative thinking, creative problem solving, and independent study abilities. PACE students met in small groups for two hours each week and were instructed by teachers with training in gifted education. Tests included two self-concept measures--the ME Scale and the Piers-Harris Children's Self Concept Scale--and a creative thinking test, the Wallach-Kogan Instrument. Pretests were administered and the equivalence of the experimental and control groups was verified. Therefore, an analysis of variance of the posttest scores was conducted. The multivariate null hypothesis stated that there would be no difference between the PACE group and the control group. This hypothesis was rejected and univariate analyses were conducted to determine which criterion variables contributed to the rejection. The PACE group differed significantly on measures of Verbal Originality and Figural Originality, with the PACE group achieving significantly higher scores for both of these variables. The effect for Verbal Fluency was significant for fifth-grade boys in the PACE group. There were no differences between the two groups on Figural Fluency or on the measures of self-concept. Suggestions for further research include continued use of control groups to substantiate assertions of program effectiveness. Future studies are needed to examine other outcomes of gifted programs such as critical thinking skills, problem solving abilities, and other cognitive dimensions. Research on the amount of time spent in program activities and longitudinal studies in the field of education of the gifted are also recommended.
Degree
Ph.D.
Subject Area
Elementary education
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.