The level of autonomy among students enrolled in the gifted program in the Al-Ahsa region: An evaluative study

Shoeb Gamal Saleh (), Rommel Mahmoud AlAli () and Khaled Ahmed Abdel-Al Ibrahim ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 1, 948-955

Abstract: This study evaluates the efficacy of the Gifted Care Program implemented in public schools within the Al-Ahsa region of Saudi Arabia, with a dual focus on assessing its success in achieving predefined objectives and examining its impact on fostering independence among enrolled students. Utilizing a single-group experimental design (pre-test/post-test), the research involved a sample of 90 gifted students across four program levels, spanning grades six (primary) to nine (intermediate). The independent variable was the structured gifted program, while the dependent variable measured students’ level of independence through a validated psychometric scale. Statistical analysis employed the non-parametric Wilcoxon signed-rank test, supplemented by effect size calculations, to account for potential non-normal data distribution and quantify the magnitude of observed changes. Results demonstrated statistically significant improvements in students’ independence scores following program participation (p < 0.05) with a calculated effect size approximating 1.0—indicative of a robust practical impact according to conventional interpretive frameworks. These findings underscore the program’s success in cultivating an educational environment tailored to gifted learners’ cognitive and emotional needs, thereby enhancing critical thinking, creative problem-solving, and academic performance. The study further highlights the program’s alignment with broader educational goals of nurturing autonomy and self-directed learning competencies among gifted populations. The outcomes advocate for sustained investment in specialized gifted programs, emphasizing their capacity to address unique student needs while contributing to national human capital development. Recommendations include longitudinal studies to assess long-term impacts and curricular refinements to optimize scalability and inclusivity. This research advances empirical understanding of gifted education in Saudi Arabia, offering actionable insights for policymakers and educators committed to fostering excellence in specialized learning frameworks.

Keywords: Affective learning outcomes; Autonomy; Evaluation; Gifted programs; Gifted. (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:aac:ijirss:v:8:y:2025:i:1:p:948-955:id:4471

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