In accordance with the principles of differentiated education, learners of varying abilities must be given equal opportunities in the teaching-learning situation to realise their full potential. Unfortunately, this goal has not yet been attained in South Africa due to the misconception that the present OBE curriculum in the various subjects sufficiently satisfies the learning requirements of highly intelligent learners. The literature study reaffirms the view that gifted learners are endowed with unique personality traits, enabling them to study at higher levels of thinking, at a faster pace and with a greater degree of autonomy than their average coevals. An empirical study was conducted with grade eleven learners who were considered to be specifically gifted in Accounting. The main purpose of the experiment was to investigate whether gifted high school learners could master subject matter of an advanced level on their own. The empirical results suggest that gifted learners in high schools are capable of self-regulating their own learning through self-monitoring, self-evaluation and self-reinforcement. The study confirms that self-regulated learning offers an alternative approach in implementing an advanced level curriculum in a subject for the gifted in the mainstream of education.
|Keywords:||Gifted Learners, Gifted Education, Self-Regulated Learning, Advanced Level Curriculum|
Professor of Advanced Studies in Education, Research, Technology & Innovation Unit, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, Eastern Cape, South Africa
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