"If I'm Not Challenged, I Don't Work.": Gifted Students' Experiences of Provision at High School and the Possible Effects on Their Academic Achievement

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dc.contributor.advisor Wardman, Janna
dc.contributor.author Thompson, Debbie
dc.date.accessioned 2021-04-07T23:49:46Z
dc.date.available 2021-04-07T23:49:46Z
dc.date.issued 2021 en
dc.identifier.uri https://hdl.handle.net/2292/54794
dc.description Full Text is available to authenticated members of The University of Auckland only. en
dc.description.abstract This study investigated the perspectives of gifted high school students, examining specific provisions they had experienced to support their strengths and needs as gifted students. Academic achievement data, in the form of National Certificate of Educational Achievement (NCEA) results from the participants, were collated and confirmed varying academic outcomes. This study sought to ascertain if there may be a link between provision and academic outcome. The phenomenological study utilised a qualitative approach and gained data from semi-structured interviews with twelve student participants from four different high schools. Participants were asked to share their experiences of high school and their views on what supported or hindered their achievement. Quantitative data from NCEA results were utilised. A review of the literature revealed that challenge is important, with acceleration being the most effective strategy of provision for gifted students. Literature also indicated that achievement can be influenced by a range of factors, as noted in Gagné’s Differentiated Model of Giftedness and Talent (DMGT). Academic achievement at school has been shown to influence future academic and occupational outcomes and wellbeing. Findings from this study revealed that many participants experienced frustration with the pace and depth of learning at high school, and several did not achieve as highly as expected. Participants identified major influences on their schooling experience, in particular having supportive people around them such as like-minded others for friendships and to enhance challenge; also the importance of teachers who showed an interest in their students and in the topic being taught. Engagement and motivation were noted to be influenced by having appropriate challenge and an interest in the subject matter. There was higher satisfaction and academic outcomes in those students who were accelerated for a subject. This study reports suggestions on how to improve engagement at school, which impacts on academic achievement, for gifted high school students.
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265331913802091 en
dc.rights Restricted Item. Full Text is available to authenticated members of The University of Auckland only. en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated.
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/
dc.title "If I'm Not Challenged, I Don't Work.": Gifted Students' Experiences of Provision at High School and the Possible Effects on Their Academic Achievement
dc.type Thesis en
thesis.degree.discipline Education
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.date.updated 2021-03-20T03:32:39Z
dc.rights.holder Copyright: the author en


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