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Efficacy of Enrichment Triad and Self-Directed Models on Academic Achievement of Gifted Students in Selected Secondary Schools in Nigeria

OA Fakolade


Questions about gifted learners and the best way to teach them to face expected challenges is often a source of controversy. This is because old stereotype curriculum and conventional instructional strategies may not be enough to give the needed stimulation. The study adopted the pre-test, post-test, control group quasi-experiment design in a 3 x 2 factorial matrix. The subjects for the study consisted of 75 SS II gifted students from eight secondary schools in Nigeria. Multistage sampling technique was utilized for the selection of the participants, which were randomly assigned into three experimental groups. Analysis of Covariance was the main statistical method utilized to test two generated hypotheses at the probability level of 0.05. The findings revealed that there was significant treatment effect on subjects' post-test academic achievement scores (F(3.74) = 498; P < 0.05). Moreover, there was no significant main effect of gender (F(1.74) = 2.668; P > 0.05). It also indicated that gifted male subjects exposed to Enrichment Triad and Self-Directed models had higher mean score ( =80.93) than their female counterparts exposed to the same treatment ( = 79.34). Since the Enrichment Triad and Self-Directed models are capable of facilitating gifted students educational programmes, it is therefore recommended that both regular and special educators should use these models in facilitating the academic achievement of their gifted students.

African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 10 2008: pp. 217-226