Effect of Process Oriented Instruction on Thought Processes in Gifted Students

Abstract

A process oriented instructional strategy to develop higher level thought processes in gifted students was studied to determine whether or not gifted students of the experimental group would advance more in this area than would the students in the average ability and treatment groups. A total of 312 seventh grade students from widely differing geographic areas and ethnic groups participated in the study. Results showed that under research conditions gifted students in the experimental population did significantly better than average students in the experimental and control groups. Although there was a mean difference in the scores of the experimental and control gifted classes, this difference was not significant at the .01 level. The evaluative comments of the students and teachers and the data from the Classroom Activities Questionnaire provided insight into the processes being used and the effect of lower level thought processes on developing higher level thought processes.

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