Examining the Influence of Instructional Factors on Gifted Students' Learning Processes in Public Secondary Schools in Kibaha District, Tanzania

Bertha Agripa Mbwilo; Frank  Mwamakula; Raymond  Ndomba

doi:10.61227/619wp647

Authors

Bertha Agripa Mbwilo Department of Education Foundations, St. Augustine University of Tanzania
Frank Mwamakula Department of Education Foundations, St. Augustine University of Tanzania
Raymond Ndomba Department of Education Foundations, St. Augustine University of Tanzania

DOI:

https://doi.org/10.61227/619wp647

Keywords:

Gifted students, instructions, competence, resources, relevance

Abstract

This study examined the influence of instructional factors on gifted students' learning processes in public secondary schools. Gifted education remains underdeveloped in many countries, where limited research exists on how instructional practices affect high-ability learners. Guided by Gagné's Differentiated Model of Giftedness and Talent and Renzulli's Three-Ring Conception of Giftedness, the study focused on three instructional factors: teacher competencies, learning resources, and curriculum relevance. A mixed-methods approach using a convergent parallel design was employed, involving 234 respondents comprising 168 gifted students, 60 teachers, 3 heads of schools, and 3 academic masters/mistresses from three public secondary schools. Data were collected through structured questionnaires, semi-structured interviews, classroom observations, and document review. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings revealed that while teachers demonstrated general instructional competence, most lacked specialized training in gifted education, limiting their capacity to effectively differentiate instruction. Learning resources were inadequate in quality and specialization, particularly digital technologies and advanced materials. The curriculum provided a foundation for creativity but lacked sufficient differentiation and flexibility for gifted learners. The study concluded that instructional factors significantly influence gifted students' learning processes, but gaps in teacher training, resource adequacy, and curriculum flexibility remain key challenges. It is recommended that the Ministry of Education develop a national policy framework for gifted education, establish specialized teacher training programs, allocate adequate resources for advanced learning materials, and reform the curriculum to incorporate flexibility and enrichment components to nurture the potential of gifted learners in Tanzanian public secondary schools.

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