Research Background
It has been widely stated that the current educational models have stopped bringing fruitful results and that there is a need for facilitating change to bring the process of learning to a new and refreshed level. According to Robinson, the modern educational sphere needs “more students with the right education” (11). This means that right education does not equal more education, and the phenomenon of flipped classroom instruction may explain why. The flipped classroom is a relatively new instructional strategy that implies more meaningful learning opportunities and a shift from teacher- to a student-centered model with the use of technologies as key forms of content delivery.
When exploring the significance of flipped classrooms in the context of gifted students’ academic achievement, it is important to mention that such a method of instruction can give students more room for learning with an option to develop their unique skills and cater to their personal needs. Giftedness is an ability that may become a barrier to traditional methods of instruction and learning. To learn effectively, gifted students should be allowed to have access to information beyond the topics discussed in class; however, traditional instruction methods do not allow for this. Therefore, it is important to study the effect flipped classroom settings have on the academic achievement of gifted students in a variety of contexts. The present study will focus predominantly on the Arabic Language Subject within the context of the Al Faisaliah School for Gifted Students.
Purpose Statement
The purpose of this research is to study the effect of flipped classroom instruction on the academic achievement of gifted students in an Arabic Language subject. The research stemmed from the extensive investigation of flipped classroom instruction’s impact on non-gifted students as well as the research on gifted students’ learning styles. As reported by Johnsen and Goree, gifted students value independence with regards to instructional strategies, and since flipped instruction allows for such independence, determining whether gifted students will benefit from it is a fruitful area of research.
Importance
The importance of the research is associated with the traditional methods of classroom instruction not providing enough learning flexibility for all students; however, gifted learners exhibit idiosyncratic behaviors and methods of studying for which the traditional instruction methods do not account. According to the research conducted by Munro, gifted students make quick learning decisions, skip some steps in the decision-making process, have a developed memory about the topics of their interests, and may ignore some aspects of learning that do not strike them as relevant or necessary. Contrast to traditional methods of instruction, flipped classrooms allow gifted students to be flexible in their preparation for school at home as well as the ability to share the acquired knowledge in class. Thus, it is important to study the benefits and limitations of flipped classroom instruction for gifted students and determine its impact on academic achievement.
Literature Review
To proceed with research, it is important to define giftedness. According to the National Association for Gifted Children, “gifted individuals are those who demonstrate outstanding levels of aptitude […] or competence […] in one or more domains” (par. 6). The research conducted by Kahyaoglu showed that there were dramatic differences between the learning styles of gifted and nongifted students. Among gifted students, the participative learning style was the highest, which suggested that not all styles of learning facilitate the most effective classroom experiences. The competitive learning style was the most spread among nongifted students, which explained why traditional instruction may be a good choice for them. As mentioned by Bauer, Benkstein, Pittel, and Koury, gifted students should be encouraged to participate in extra-curriculum activities, and flipped classroom instruction can be beneficial for facilitating such activities outside the class.
According to Wiginton, flipped models of instruction put the use of technology in the center to deliver new information to students that are learning at home. In a flipped model, the presentation of facts and procedures occurs at home via technology, additional practice and application occur in class where teachers take the role of coaches. Active learning strategies such as achievement, engagement, and satisfaction are encouraged in class, and mastery learning is an individualized process regulated and paced by students themselves. Therefore, flipped models of instruction can have a potentially beneficial impact on the learning of gifted students who are prone to exhibit a participative learning style. According to Tassel-Baska, the exploration of school curricula showed that gifted students tend to enhance their learning skills through getting more knowledge about different study units, which were designed to improve their learning levels. Furthermore, Sternberg underlined the importance of an integrated curriculum for matching the gifted students’ desire to be practical, creative, and analytical in their learning. Lastly, it was found that gifted students have specific tendencies in their learning and require an individualized approach by teachers (Tassel-Baska).
A brief review of key research has shown that gifted students learn collaboratively but have unique requirements as to their idiosyncratic learning styles. Flipped models of instruction may facilitate gifted students’ learning while making sure that their needs and requirements are met by teachers that perform the roles of coaches in such instruction environments. It is important to study the impact of the flipped classroom on student achievement to understand better how students can learn as well as what learning strategies are the most appropriate for the gifted.
Methodology
The study sample chosen for this research proposal is the Al-Faysalya School for Gifted Students, which is the first school in the Gulf region established specifically for high-achieving students. The majority of students attending the school come from affluent and highly educated families that care about the education of their children. Most of the students are Saudi citizens that seek to receive a top-quality education and acquire proficiency in languages The Al-Faysalya school for Gifted Students teaches middle to high school students that took the Saudi National Center for Assessment IQ test and qualified as gifted. The school subject targeted by the proposal will be the Arabic language, which is the mother tongue of the majority of students. A specific class of students will be selected randomly. On the other hand, the possibility of involving all students (60 across the entire school) in the preliminary stages of the research process should be further reviewed. The preliminary stage of research may include surveys and interviews with all students to assess their attitudes towards traditional methods of instruction, success in following the assignments without being distracted by other things, their opinions about the role of the teacher in traditional instruction settings, and other subjects.
The second stage of research will encompass the practical application of flipped classroom instructions in the course of Arabic Language Learning. The randomly chosen sample group (class of students) will use technology and multimedia sources for preparing to participate in classroom activities, will practice and apply the information they prepared at home in the class where the teacher will play a role of a coach and facilitator. Lastly, the flipped classroom instruction will require students to check their understanding and extend learning in the outside environment. Students’ academic achievement in the Arabic Language Subject will be assessed at the beginning of the program flipped classroom implementation project, in the course of the project, as well as at the very end. The levels of academic achievement in the Arabic Language during flipped classroom instruction methods will be further compared with the previous achievement during traditional classroom instructions.
While standardized achievement testing does not give extensive information about students’ learning patterns, interests, or cognitive ability, it can be used in this research to determine the general level of achievement in the Arabic Language among gifted students. By comparing academic achievement at the beginning, during, and at the end of the research, a conclusion can be made as to the impact of flipped classroom instructions. Moreover, students should be monitored during the classes and interviewed after classes to compare their perceived effects of flipped instruction with their behavior and attitudes during their learning. The role of the teacher in flipped classrooms will be to facilitate interactions between students, give advice or additional information, and generally, to play the part of a coach and the mediator.
Works Cited
Bauer, Stephanie, Polly Benkstein, Amy Pittel, and Gabi Koury. “Gifted Students: Recommendations for Teachers”. EducationUdel. Web.
Johnsen, Susan, and Krystal Goree. “Teaching Gifted Students Through Independent Study”. Gifted. Web.
Kahyaoglu, Mustafa. “A Comparison Between Gifted Students and Non-Gifted Students’ Learning Styles and their Motivation Styes towards Science Learning.” Educational Research and Reviews, vol. 8, no.12, 2013, pp. 890-896.
Munro, John. “A Learning Base for the Education of Gifted and Talented Students”. Students.Education. Web.
National Association for Gifted Children. “Definitions of Giftedness.” NAGC. Web.
Robinson, Ken. Out of Our Minds: Learning to Be Creative. Capstone, 2011.
Sternberg, Robert. “The nature of creativity”. Creativity Research Journal, vol. 18, no. 1, 2006, pp. 87-98.
Tassel-Baska, van Joyce. “What Worked in Curriculum for the Gifted.” Hkage. Web.
Wiginton, Barry Lynn. “Flipped Instruction: An Investigation into the Effect of Learning Environment on Student Self-Efficacy, Learning Style, and Academic Achievement in an Algebra I Classroom.” Libcontent. Web.