Teachers' competence in curriculum adaptation for gifted children: Enhancing Mathematics achievement in inclusive learning settings in Calabar Metropolis of Cross River State, Nigeria.
Author(s): Raymond Ogbebe Ogar; Ekpenyong Effiong Ibok; Vincent Ntaji Udo
Institute(s): 1 Department of Special Education, Faculty of Educational Foundation Studies, University of Calabar; 2,3 Department of Mathematics and Computer Science Education, Faculty of Science Education, University of Calabar
Volume 13 / Issue 2
Abstract
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 (K- R20). 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.
Number of Pages: 10
Number of Words: 4358
First Page: 1
Last Page: 10