Taba’s Teaching Model: Effects on Academically Gifted Bahraini Students’ Cognitive Processes

Abstract

The purpose of this study was to examine the effectiveness of the Taba Teaching Model (Schiever, 1991)on the growth of higher level cognitive skills of Bahraini academically gifted students. A test of higher level cognitive skills developed by Callahan (1981) was used to measure the participants’ higher cognitive skills before and after the implementation of the recommended Taba Teaching Model. The participants were enrolled in three junior high schools in Bahrain. T-tests showed significant differences between the particiants’ means on the pre and posttests. In addition, when the total number of participants was broken into small groups, significant differences were found with regard to their teacher’s level of model implementation, grade level, and specific classroom teachers. In concurrence with other studies conducted in the United States, this study found evidence to support the use of the Taba Teaching Model with academically gifted students.