A Cognitive Outcomes Study to Evaluate Curriculum for the Gifted

Abstract

A design, based on student performance, is presented that allows evaluators to judge the suitability of gifted curricula against two criteria: the curriculum should be unique from the regular classroom and it should be beyond the capability of the normal ability learner. To illustrate the design, a study is reported that evaluates two curricula units: higher level thinking (HLT) and independent learning (IL). Six pullout gifted classes and one class of normal ability students participated in the study. All students (N=61) were third graders with 48% male and 52% female. Results showed the gifted receiving the HLT curriculum scored significantly higher than both the gifted and normal comparison groups on an achievement measure developed for the study. When three subtests of the Ross test, were used as the dependent measure of cognitive ability, there was no difference between gifted groups; however, both gifted groups outperformed the normal ability students who received the HLT curriculum. These results suggest that the HLT curriculum was successful in teaching new concepts to the gifted but unsuccessful in developing higher levels of thought. Possible explanations for this finding are given. Group differences may have been greater in the IL curriculum but the comparison group was apparently influenced by the John Henry effect, i.e., the control group perceived itself to be in competition with the treatment group and performed above its usual capability. An explanation for the John Henry effect and means of avoiding it are discussed.