CURRICULUM ADAPTATION AS CORRELATES OF GIFTED LEARNERS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN INCLUSIVE SCHOOLS IN CALABAR METROPOLIS, CROSS RIVER STATE, NIGERIA 5 2
Keywords:
Curriculum Adaptation Strategies, Gifted learners, Academic achievement in Mathematics, Inclusive SchoolsAbstract
This study examined curriculum adaptation strategies as correlates of gifted learners’ academic achievement in Mathematics in inclusive schools in Calabar. Specifically, the study investigated the relationship between content differentiation and enrichment strategies on gifted learners’ academic achievement in Mathematics. A correlational research design was adopted. The population comprised all the 104 gifted learners in inclusive secondary schools in Calabar. Data were collected using structured questionnaires and Mathematics achievement scores from a sample of 40 respondents. Pearson Product Moment Correlation was used to test the hypotheses at 0.05 level of significance. Findings revealed that both content differentiation and enrichment strategies significantly relate to gifted learners’ academic achievement in Mathematics. The study concluded that effective curriculum adaptation enhances academic performance of gifted learners in inclusive settings. It was recommended that teachers should intensify the use of differentiated instruction and enrichment-based learning strategies in Mathematics classrooms.Downloads
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