Teachers' competence in curriculum adaptation for gifted children: Enhancing Mathematics achievement in inclusive learning settings in Calabar Metropolis of Cross River State, Nigeria.
Keywords:
Assessment, teachers’ competence, curriculum adaptation, Mathematics achievement, inclusive learning settings, content delivery, evaluation techniquesAbstract
This study adopted a correlational design to assess teachers’ competence in curriculum adaptation for gifted children as a means of improving Mathematics achievement in inclusive learning settings in Calabar Metropolis, Cross River State, Nigeria. Two research questions were formulated and translated into two null hypotheses. A sample of 100 Senior Secondary School 1 (SS1) gifted students was selected using stratified and purposive sampling techniques. Data were collected using the Teachers’ Competence in Curriculum Adaptation Questionnaire and a Mathematics Achievement Test, both validated by experts. Reliability coefficients of 0.86 and 0.88 were obtained for content delivery and evaluation techniques, respectively, while the Mathematics test yielded 0.87 using Kuder-Richardson (KR20). Pearson’s Product Moment Correlation Coefficient was used for hypothesis testing at a 0.05 significance level. Findings revealed significant relationships between teachers’ content delivery, evaluation techniques, and Mathematics achievement of gifted children. The study recommends ongoing professional development for teachers on differentiated instruction and curriculum adaptation strategies to meet the needs of gifted students.Downloads
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