Measuring Gifted Children in Accelerated Learning: A Pretest and Post-test Study of Knowledge Gain.

Abstract

This study used a pretest and post-test assessment to measure the accelerated learning approach applied to a group of gifted children. There were 14 samples of gifted children for this study. The pretest and post-test assessment reveals statistically significant differences in positive gains, which indicates that the gifted children involved gained knowledge from accelerated learning. The results reveal that the pretests can establish the gifted children's prior knowledge at the beginning of the class, while the post-test measures the learning that was gained after the classes. Specific hypotheses were formed regarding the knowledge gained to define the relationship and effect in the study after teaching acceleration topics to gifted children. The pretest and post-test knowledge gain were influenced by the content of the class and how it was presented and taught to the gifted children.