Gifted student interest inventory11/14/2023 ![]() ![]() ![]() When asked what they enjoy most about compacting, children consistently cite the freedom to select their own topics of study conversely, their biggest objection to regular curriculum is the limited opportunity to pursue their favorite subjects. Student interests are key in choosing enrichment or acceleration options. For this intervention, students should be asked to complete both If I Ran the School and the Interest-A-Lyzer. To help you in this process, we recommend two interest assessment devices: If I Ran the School and the Interest-A-Lyzer. One way to get started is learning about student interests, to find out what types of areas students have an interest in pursuing. These results are discussed in relation to limitations of the current study and recommendations for further investigation.Many excellent enrichment activities are available to help students think about their interests and the types of enrichment they would like to pursue. While the math interest measure evidences good reliability and support for the structure of the scales through confirmatory factor analysis, the current study did not provide evidence for a significant relationship with math achievement as measured by a standardized group administered math achievement test. The correlations for the total score of the math interest inventory were significant however, their values had little practical significance. The correlations were small and positive for the Values and Knowledge scales but small and negative for the Emotion and Engagement scales. The correlations between the math scores from the Iowa Test of Basic Skills and the math interest inventory total score and scales partially supported the last hypothesis. Results of confirmatory factor analysis supported a four-factor structure resembling Hidi and Renninger’s (2006) four phase model of interest and including the four components emotion, value, knowledge, and engagement. The first hypothesis found support with an internal consistency reliability coefficient of. The measure was hypothesized to evidence good internal consistency, a four-factor structure, and a significant and positive correlations between the Iowa Test of Basic Skills and the composite and subscales of the math interest inventory. The sample consists of 1,429,429 students in grades two through six. Pilot and field testing of the measure were conducted in elementary schools selected on the basis of a high proportion of low-income students in a south central Kentucky school district. A twenty-seven item self-report math interest measure was designed to assess the four phases of Hidi and Renninger’s interest model (emotion, value, knowledge, and engagement 2006). To improve upon existing interest measures, Hidi and Renninger’s (2006) four-phase model of interest served as the theoretical basis to inform and guide the process of development and validation of a math interest inventory. Existing math interest inventories are designed for older populations, lack good psychometric properties and are atheoretical. The construct of interest was targeted as it is correlated with many positive factors in education that lead to increased academic performance (Schunk, Pintrich, & Meece, 2008). ![]() The current project developed a measure to assess interest in mathematics. Project GEMS aims to address this problem through development of interest measures specific to the STEM areas for use within an identification protocol. Identification of students from low-income and diverse populations as gifted has been a struggle with current assessment techniques (Baldwin, 2005). The current investigation supports the objectives of Project GEMS (Roberts, 2008), a grant funded program whose objectives include the development and validation of a protocol to identify students from underrepresented and diverse populations as gifted in the content areas of science, technology, engineering and mathematics. ![]()
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