A comparison of the 4MAT System of instruction with two enrichment units based on Bloom's Taxonomy with gifted third graders in a pull-out program

Vicki Lynn Fulton Vaughn, Purdue University

Abstract

Pull-out programs are the most widely used model in gifted education and quite controversial. A meta-analytic review of the literature on pull-out programs yielded significant effect sizes for the variables of achievement, critical and creative thinking. The purpose of this study was to determine the effects of the 4MAT System of Instruction on the achievement, retention, and creative products of gifted third-graders in a pull-out program when compared to the traditional method of instruction based on Bloom's Taxonomy. A quasi-experimental design was used for the 99 third-grade students identified as gifted by their school system. Two units of instruction ("Mysteries of the Deep - Oceanography" and "Hans Christian Andersen and Fairy Tales") were taught by teachers trained in gifted education and the 4MAT System. Pretests, posttests, and long-range posttests developed for the study were administered for each unit. A repeated design measure analysis of variance found no differences between the 4MAT group, and the group receiving the traditional method of instruction on achievement or retention. However, a moderate effect size was calculated for the Fairy Tale Unit for achievement. Student projects were rated by the teachers and final unit products were judged by independent raters in an attempt to measure higher level thinking (synthesis) and creativity. The 4MAT group scored higher than the controls on the final product. The Talent Pool teachers were interviewed and the students were surveyed to determine their instructional preferences. The teachers preferred the traditional method of instruction but noted 4MAT helped to focus their teaching to the important concepts. The students preferred the units and activities using the 4MAT System. Although the 4MAT System produced no effects for achievement or retention, it did affect the factor of creativity in the final student products for the Fairy Tale Unit, and the students preferred the units that used this method of instruction. Further research is needed to determine if 4MAT can benefit gifted students in a pull-out program.

Degree

Ph.D.

Advisors

Asher, Purdue University.

Subject Area

Curricula|Teaching

COinS