Parents and teachers’ perspectives on acceptance of giftedness traits in children with giftedness and talented

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Patricia Kwalzoom Longpoe
Mary Ashelo Mbugadu

Abstract

Purpose: The general purpose of the study was to investigate parents and teachers perspectives on acceptance of giftedness traits in children with gifted and talented in Afijio Local Government of Oyo State.


Methodology: Three research questions were raised to guide the researchers in the study. Descriptive design method was used for the study. Purposive sampling techniques was used in selecting the respondents for the research work. Instrument used for data collection was self-structured questionnaire administered to fifty (50) secondary school students in Afijio Local Government Area of Oyo State. The method employed for data analysis was Frequency count, percentage (%), mean and standard deviation to answer the research questions. This instrument reliability was measured using Cronbach’s Alpha (α) with 0.84 as the internal consistency. 


Results: The findings of the research showed that gifted and talented in children was a gain on the parent part (X = 3.32). It was also agreed by the respondents that their teachers love asking them questions in class because they know they would definitely produce answers to the questions (X = 3.20). It could therefore be deduced from the findings that, parents were comfortable with their children with gifted and talented and their parents have good perspectives about them.


Conclusion/ Recommendations: It was recommended among others that there should be more help coming from the parents of gifted and talented children at home with the provision of other amenities to enhance their gifted traits. It was also suggested for further studies that it would be interesting to explore how parents and teachers recognize and support giftedness.

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How to Cite
Longpoe, P. K., & Mbugadu, M. A. (2024). Parents and teachers’ perspectives on acceptance of giftedness traits in children with giftedness and talented. Journal of Educational Research in Developing Areas, 5(1), 62-71. https://doi.org/10.47434/JEREDA.5.1.2024.62

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