Class Sessions Research Articles

Implementation of Pro-Environmental-Based Teaching Materials to Improve Learning Outcomes and Behavior on Global Warming

One problem in the school environment is the lack of information to improve attitudes that reflect environmental concerns. There is a need for methods to improve student's learning outcomes and pro-environmental behavior. This research aims to determine whether there is an increase in applying pro-environmental teaching materials to the educational objectives and behavior of high school students in Samarinda. This study used a pretest-posttest design with a single group and a quantitative methodology. Thirty-four people were selected for the sample using the purposive sampling technique. The data-gathering method includes questionnaires about environmental care behavior on global warming material, essays, and multiple-choice tests. The research was implemented over five class sessions using pro-environmental teaching materials developed by Anwar (2023), which included group discussions and interactive activities to raise awareness of global warming. Students' progress was assessed through regular observations and post-discussion evaluations. According to the study, student learning outcomes improved from 45.48 on the pretest to 77.79 on the post-test, resulting in a 0.57 rise in N-Gain and a moderate classification. Additionally, environmental care behavior enhanced from 44.85% on the pretest to 88.23% on the post-test, earning it a moderate classification with a 0.39 rise in N-Gain. As a result, the high school students in Samarinda demonstrated a considerable improvement in both behavior and learning outcomes when pro-environmental instructional materials were used. The study results can be used to improve the curriculum's ability to promote environmentally conscious behavior and awareness through development and adaptation. In summary, using pro-environmental instructional materials greatly enhances students' pro-environmental behavior and learning results in the context of global warming content.

Interactive Teaching Strategies for Online English Speaking Classes: Engaging Primary Students

This study investigated how teachers implemented interactive teaching strategies to increase the engagement of 15 elementary school students aged 7-10 years in an online English-speaking class. Using a qualitative case study approach, data was collected through observing one online class session conducted using Zoom Meetings. Thematic analysis identified various strategies, such as the use of multimedia (movies), interactive platforms (Quizizz), and structured participation methods (e.g., gender-based turn-taking). Repetition techniques were also found to be a tool to reinforce learning. The results of this study show that interactive strategies are able to improve students' engagement and speaking skills in an online environment. This research provides practical recommendations for educators in creating engaging and effective learning experiences in the online classroom.

A Chain Mediation Model of Basic Need Satisfaction and Self-Concept Clarity Between Harsh Parenting and Problematic Internet Use Among Adolescents

This study presents a model of harsh parenting that has an indirect and direct effect on problematic Internet use (PIU) through the mediating process of basic need satisfaction and self-concept clarity. A sample of 490 Chinese middle-school adolescents completed anonymous questionnaires regarding harsh parenting, PIU, basic need satisfaction, and self-concept clarity during class sessions. After controlling the sex, grade, and history of Internet use, harsh parenting was positively related to PIU. Moreover, basic need satisfaction and self-concept clarity mediated the association between harsh parenting and PIU among adolescents. These findings indicate that basic need satisfaction and self-concept clarity are protective factors in reducing the negative effect of harsh parenting on PIU. Theoretical and practical implications are discussed.

Implementation of Moodle, an open-source solution for Team Based Learning

Conventional Team-Based Learning (TBL) uses a paper-based system to deliver a team-quiz component of the instructional method. We observed the use of this paper-based system in various settings and identified it could be challenging in a large classroom. Challenges include distributing paper answer cards, time to grade them, and additional personnel required to facilitate the process. The need for an electronic platform to reduce the logistical burdens of TBL was identified. We implemented Moodle as a secondary learning management system specifically configured to support team activities. Moodle supports an answer until correct function along with additional quiz question formats such as fill-in-the-blank and select all that apply, thus allowing greater flexibility compared to the paper-based system. In addition to supporting the team-quiz, this instance of Moodle has been used to effectively support other components of TBL. Two classes of professional pharmacy students were surveyed to capture perceptions of this novel use of the Moodle system. In addition, system usage data was also collected. Ninety-four percent of the students surveyed indicated that the Moodle system had worked well for each TBL session. Since the Fall of 2018, we have used this system to support delivering over 360 TBL class sessions with no technical incidents reported. This novel use of Moodle to support TBL has proven to be effective, reliable, and cost friendly. Further development and application of Moodle to support TBL is warranted.

Indoor air quality in educational institutions: a comparative study of VOCs and bacterial contaminants in Dubai schools

Indoor Air Quality (IAQ) research in educational institutions is crucial for ensuring the health and wellbeing of students and staff. It also contributes to academic performance, energy efficiency, regulation compliance, and cost savings. This study conducted IAQ assessments in three school buildings in Dubai to address the lack of empirical data on IAQ in educational settings. It compared IAQ standards set by the Dubai Municipality with those established by the WHO. Measurements were taken in classrooms, computer labs, and science labs, revealing that some pollutants exceeded maintenance standards, including TVOC, airborne bacteria, and noise levels. However, formaldehyde and VOCs remained within acceptable limits. Computer labs exhibited higher TVOC levels than classrooms, while science labs had even higher levels. Science labs also had higher concentrations of formaldehyde. VOC concentrations generally met WHO standards, except for elevated levels of Benzene in the science lab. TVOC, formaldehyde, airborne bacteria, CO, CO2, and other substances showed higher levels during class sessions, whereas Benzene, Toluene, Ethylbenzene, Xylene, and NO2 exhibited higher levels when classes were not in session. The study also analyzed IAQ changes over time based on building construction age. Generally, TVOC, formaldehyde (HCHO), and other substances decreased over time. However, even in buildings older than 5 years, TVOC occasionally exceeded WHO standards. These findings emphasize the significance of monitoring and maintaining proper IAQ in educational institutions to create a healthy learning environment. Policymakers, school administrators, and researchers can use these insights to develop effective strategies for enhancing IAQ and safeguarding students’ and staff’s wellbeing and academic success.

Teaching of Medical Ethics Regarding Military, Genetic, Reproductive, and Student Ethics, and the Holocaust at the Uniformed Services University of the Health Sciences (USUHS) During Its First Fifty Years.

The first class at USUHS took its initial course in medical ethics in 1977. I directed this course until recently when COVID first emerged. In this piece, I review what these students were taught during the first 3 of 8 class sessions involving children, end-of-life care, and rersearch. This review provides readers with information regarding some of the faculty brought in to provide these lectures, and key points they emphasized. It also summarizes the more subtle points regarding ethics that it was hoped students would gain and use throughout their medical careers and lifetimes. This review focuses particularly on core military medial ethical issues that were posed by others writing on this subject and accordingly introduced to students in this course. It also highlights core concepts that students were introduced to prior to their entering the clinical wards. In all these classes, the initial presentations were designed primarily to prime or involve these students personally and emotionally in these issues so that they would want to address them in their discussion groups. Students achieved a grounding in leading and representative ethical conflicts arising in major medical fields. These included their considering military physician different roles, limitations genetics might pose in certain roles, pregnant person/fetal conflicts, students facing the need to confront their teachers, and students' struggles to achieve the highest moral standards they could. Medical ethics is now taught in all medical schools but at USUHS this education must include traditional core medical topics and military medical issues as well. A challenge posed throughout the course was whether to emphasize what ethical and professional behaviors would be expected of students in their later military careers or to challenge them to engage in original analysis of ethical questions that had no self-evident answers. The decision was made in most cases to encourage students to discuss and debate controversial issues in their discussion groups, especially since they would learn what was expected of them in their military roles from multiple other sources. The priming for these discussions in the presentations seemingly succeeded in engaging the students and in provoking relevant debate throughout all of these cases. This learning is highly important in that in the future in both medicine and the military new unanticipated ethical issues will continue to arise. Since there will be no self-evident best ethical answers to these issues, those tasked with and thus seeking to resolve them will have to depend on having the optimal ethical skills for approaching and resolving these issues. This course sought to initiate this process, engaging these students and moving them hopefully to want to increase their skills in analyzing ethical dilemmas as they continue to progress throughout their military careers.

Teaching of Medical Ethics Regarding Military, Genetic, Reproductive, Student Ethics, and the Holocaust at the Uniformed Services University of the Health Sciences (USUHS) During Its First Fifty Years.

The first class at USUHS took its initial course in medical ethics in 1977. I directed this course until recently when COVID first emerged. In this piece, I review what these students were taught during the last 5 of 8 class sessions involving the military, genetic, reproduction, student ethics, and the Holocaust. I discuss here the content of these sessions, the rationales of these contents, key lessons learned, and future directions and challenges. This review provides readers with information regarding some of the faculty brought in to provide these lectures, and key points they emphasized. It also summarizes the more subtle points regarding ethics that it was hoped students would gain and use throughout their medical careers and lifetimes. This review focuses particularly on core military medial ethical issues that were posed by others writing on this subject and accordingly introduced to students in this course. It also highlights key cultural considerations introduced in both genetics and reproduction. It finally emphasizes core concepts that students were introduced to prior to their entering the clinical wards. In all these classes, the initial presentations were designed primarily to prime or involve these students personally and emotionally in these issues so that they would want to address them in their discussion groups. Students achieved a grounding in leading and representative ethical conflicts arising in major medical fields. These included their considering military physicians different roles, limitations genetics might pose in certain roles, pregnant person/fetal conflicts, students facing the need to confront their teachers, and students' struggles to achieve the highest moral standards they could. Medical ethics is now taught in all medical schools but at USUHS this education must include traditional core medical topics and military medical issues as well. A challenge posed throughout the course was whether to emphasize what ethical and professional behaviors would be expected of students in their later military careers or to challenge them to engage in original analysis of ethical questions that had no self-evident answers. The decision was made in most cases to encourage students having materials to discuss and debate in their discussion groups, especially since they would learn what was expected of them in their military roles from multiple other sources. The priming for these discussions in the presentations seemingly succeeded in engaging the students and in provoking relevant debate throughout all of these cases. This learning is highly important in that in the future in both medicine and the military new unanticipated ethical issues will continue to arise. Since there will be no self-evident best ethical answers to these issues, those tasked with and thus seeking to resolve them will have to depend on having the optimal ethical skills for approaching and resolving these issues. This course sought to initiate this process, engaging these students and moving them hopefully to want to increase their skills in analyzing ethical dilemmas as they continue to progress throughout their military careers.

In the Echo of the Unspoken

In a series of four art classes, children around the age of 10 creatively explored the themes of war and peace. They perceived and interpreted sensory experiences alongside their imaginative reflections. This approach opens up art education to unpredictability, creating heterotopic spaces that challenge and reshape worldviews as well as self‐perceptions. During these classes, the goal is to listen attentively for the echoes of unspoken thoughts, which may prompt expansions, transformations, or even reversals of perception. Descriptions, analyses, and interpretations remain fluid and airborne, emphasizing not only the visible and familiar, but also the semi‐visible, invisible, and aesthetically perceptible aspects. My aesthetic writing about these classes offers sensitive inquiries and responses that render a sensual perception of the world, others, and oneself palpable. Central to this exploration are the questions of how war and peace are perceived, experienced, and enacted. The answers reside in the unspoken echoes between what is sensed and what is imagined, aiming to make tangible the images created by the children participating in the process.

Embracing the hybrid experience: Uncovering the emotional effects of synchronous hybrid education on undergraduate university students

This research presents an in-depth examination of the emotional effects of synchronous hybrid education on undergraduate university students at a pioneering private institution in educational innovation. The study had encompassed all courses that were delivered in a synchronous hybrid format, covering 16 courses and involving 241 students. Each student had been observed and recorded on two separate class sessions, with each recording lasting approximately 30 min. This comprehensive data collection had resulted in 409 recordings, each approximately 30 min in duration, translating to nearly an hour of observation per student across the classes, totaling close to 205 h of recordings. These recordings were subsequently processed using neuroscience software tools for advanced statistical analysis, effectively serving as a comprehensive survey of courses within this modality. The primary focus of the research was on the emotions experienced during both face-to-face and online classes and their subsequent influence on student behavior and well-being. The findings reveal higher emotional time ratios for positive emotions such as joy and surprise in face-to-face students. Notably, both groups exhibited comparable ratios for negative emotions like anger and sadness. The research underscores the emotional advantages of face-to-face interactions, which elicit stronger emotions, in contrast to online students who often feel detached and isolated.

Strengthening Of Students’ Class Attendance Using Biometric Authentication System To Enhance Delivery Of Competence-Based Quality Education

Delivery of competence-based quality education for students' academic achievements strongly correlates with effective student class attendance. In Tanzania, no student registered by the NACTVET is eligible for examination unless he/she has earned 75% of class attendance. In this regard, most education institutions use paper-based class attendance to manage students' class attendance. The system requires students to sign to his/her name as the class session is in progress. Despite this effort made by educational institutions still, the manual process of monitoring and tracking students’ class attendance remains challenging for module facilitators. This study examined the problem associated with the paper-based methods of monitoring and tracking students’ class attendance by collecting primary data using questionnaires from students of higher learning institutions in the Arusha Region. After the data analysis findings revealed that paper-based students’ class attendance has many drawbacks which include time-consuming and students’ signature impersonation. The paper-based class attendance facilitates dishonest students to forge the signatures of the absent students. To address these challenges, the study recommends education institutions implement cost-effective biometric class attendance such as fingerprints or facial recognition scanners, which can automatically monitor and keep students' attendance records on the database without interfering with the class session.

Can a zoom class be dialogic? An examination of a virtual English methods class

Purpose Synchronous virtual classes are becoming more common as universities expand access. However, instructors can feel hesitant as they move to a new style of teaching, especially if they are not sure their chosen pedagogy will work with virtual instruction. The purpose of this dialogic analysis is to examine the experiences of a dialogic teacher in a synchronous virtual English methods course. Design/methodology/approach The 75-min methods class met on Zoom twice a week. Class sessions were recorded. Dialogic analysis was used to analyze moments of whole-class discussion to explain what kinds of discussions happened and determine to what extent the class functioned as a dialogic class. Findings Overall, there was more student voice than teacher voice, and students spent over a third of the class in small group discussions. Even though the teacher still took over, and controlled discussions, the overall class maintained dialogic teaching principles. Despite this, the professor felt displaced for three reasons. In addition, some ideas for increasing the dialogic nature of the class are mentioned. Originality/value Synchronous virtual teaching will continue to grow, but as instructors move to that format, they can examine whether their pedagogies match the format. This paper explored one professor’s pedagogy of dialogic teaching and its compatibility with synchronous virtual teaching. This method of self-analysis could work with any pedagogy and could help instructors be successful in a new format.

Mobile Adventure: RIAMOS to Strengthen the Development of Mathematical Logic and Language in Early Education in Rural Contexts

In the development of the substantive function of the link with society of the National University of Education (UNAE), the Mobile Adventure: RIAMOS project arises from the career of Early Childhood Education (EI), with the aim of building experiential learning experiences, from educational contexts that promote the comprehensive training of children in early childhood in rural contexts. Therefore, this research analyses the impact of Aventura Móvil: RIAMOS on the development of the areas of logical-mathematical relations, comprehension and expression of language in early education in rural contexts. We worked with a methodology based on a mixed approach, with a prevalence of a qualitative, descriptive and interpretative approach and a quantitative approach focused on the pre- and post-tests applied to children in rural parishes in Cañar and Azuay. Mobile Adventure: RIAMOS is a space that integrates different actors: students, parents, authorities, teachers, students in training for comprehensive education. Through the pre-test, educational needs were identified, which were strengthened throughout the class sessions through the implementation of innovative planning, relevant to reality. The post-test reflected the advances and progress made by each child with the application of the didactic strategies and activities. In summary, Mobile Adventure: RIAMOS proves to be an effective initiative to enhance the reinforcement and integral learning of children in rural environments.

Real-Time Collaborative Programming in Undergraduate Education: A Comprehensive Empirical Analysis of Its Impact on Knowledge, Behaviors, and Attitudes

Real-time collaborative programming (RCP), which allows multiple programmers to work concurrently on the same codebase with changes instantly visible to all participants, has garnered considerable popularity in higher education. Despite this trend, little work has rigorously examined how undergraduates engage in collaborative programming when using RCP. This study utilized a quasi-experimental design to investigate the impact of RCP on undergraduates’ programming knowledge and skills, behaviors, and attitudes toward collaboration. Eighty-two participants were randomly assigned to either the RCP group or the Traditional Collaborative Programming (TCP) group. The data analysis yielded noteworthy findings. First, RCP significantly improved learners’ problem-solving skills and led to higher knowledge test scores compared to TCP. Second, there were no significant differences in attitudes toward collaboration between the two groups. Third, analysis of programming behaviors indicated that the RCP group exhibited more efficient coding practices, including producing a greater volume of code and executing it more successfully. Additionally, the RCP group’s code-testing activities were predominantly concentrated at the first half of the class sessions. Based on the empirical research results, three major pedagogical implications were proposed. These findings highlight the benefits of integrating RCP into programming education and suggest avenues for future research into collaborative learning dynamics.

Student Perceptions of Project-Based Learning When Studying ‘Information Systems’ in an ICT Engineering Program: Taking Advantage of Active Learning

This article presents a case study on the way of teaching and learning the subject ‘Information Systems’ to ICT (Information and Communication Technology) engineering students, which is based on an active learning strategy implemented through a Project-Based Learning (PjBL) method, a practice that facilitates knowledge acquisition in addition to enhancing diverse learning outcomes such as teamwork, critical thinking, and analysis, or communication skills. This study aims to present the students’ perceptions once they have undertaken the whole subject, to better understand the different positive and negative elements associated with PjBL implementation according to their opinions. Students’ perceptions of PjBL were obtained through a survey utilizing the Bipolar Laddering (BLA) technique, which allows them to identify their experiences in terms of both beneficial and challenging aspects, as well as potential improvements to their experiences. On one hand, the most relevant findings on their PjBL experience assessed as positive are presented as follows: to work by themselves on a real project related to the working world; to be able to apply the theoretical topics explained during the class sessions; to have highly talented instructors; to experience a very dynamic and effective way of learning; to give a final presentation to their classmates and the instructors; and to work in groups. On the other hand, when analyzing the core negative perceptions, the following ones were highlighted by the surveyed students: undertaking just a single project; having an overly theoretical context; and having too much freedom, which could lead to confusion.

LINKING SCIENTIFIC CONCEPTS WITH STUDENTS’ PERSONAL DAILY LIVES: USING THE METAPHYSICAL MEANING OF SCIENTIFIC CONCEPTS

The declining interest in science learning, along with students' perception that science is irrelevant to their daily lives, has been identified as a significant issue. This research aimed to help students connect abstract scientific concepts with their personal and everyday experiences. To achieve this, the research utilized the metaphysical principles implied by scientific concepts, a component of Kuhn’s paradigm. To replace the abstract term ‘metaphysical meanings’, the term ‘Meaning of Life implied by Scientific Concepts’ (MLS) was introduced to make these metaphysical principles more accessible and comprehensible for students. Using MLS, activity sheets were developed and implemented with 57 lower-secondary students. The results showed that students could effectively identify real-life examples of the presented MLS, the number of students who successfully generated MLS increased with additional class sessions, and the content of the MLS expressed by the students was thoughtful and meaningful. Post-activity interviews indicated that students found this approach interesting and helpful for understanding concepts, and teachers were impressed by the quality of the students' work, expressing a desire to implement this approach in their classes. It is concluded that using MLS to connect abstract scientific concepts with students' everyday lives is both feasible and applicable in school science. Keywords: Metaphysical Principle, Scientific Concepts, Everyday Context, Kuhn’s Paradigm

The role of the ‘think-pair-share’ active learning strategy in influencing content knowledge and self-confidence of undergraduate students in a large enrollment geoscience course

This study explores the relationship between the self-confidence and content knowledge of undergraduate students in a large enrollment geoscience course following an active-learning think-pair-share (TPS) activity, and whether high confidence necessarily leads to overconfidence. We used a pre-experimental, one group pre-test – post-test design, and an audience response system to record students’ responses to a series of questions covering geoscience concepts and the level of confidence that students had in their answers. During each class session, the students were first asked to engage in one or two TPS activities before responding to a series of questions, focusing on content knowledge and self-confidence. We analyzed the data using exploratory data analysis, boxplots, bar graphs, the Wilcoxon signed-rank test and the Chi-Square test. Results indicate that the content knowledge and self-confidence of students increased after students participated in TPS activities. 55% of students correctly answered the pre-activity question, and 74% correctly answered the post-activity question. The results also reveal that while the TPS activity helped to improve self-confidence from a median of 3 to 4 on a five-point scale, the proportion of responses from students that were overconfident in their abilities decreased from 22% in the pre-activity to 13% in the post-activity.

Responsibility and Care in AI/ML Education: A Collaborative Approach to Ethical Awareness

ABSTRACTThe rapid growth of artificial intelligence (AI) and machine learning (ML) has led to significant innovations but also raised ethical concerns. Researchers and students designed an ethical online game in this study to spread awareness about making informed decisions when using AI and ML. Conducted within a directed research group (DRG) curricular method, the study engages students as co‐researchers to develop a game, from developing ideas to playtesting the game in a class setting. The study employs a quantitative methodology to analyze a survey that 32 students, each with diverse backgrounds and knowledge in game development, conducted after each class session over three semesters. Findings indicate that self‐reported engagement changes depending on the activities done in each session, with students feeling capable of contributing to research and game design.

Lessons Learned from Implementing Culturally Sensitive Adaptations to a Nutrition Education Program in Four Anishinaabe Communities

BackgroundThe Anishinaabe ways of eating healthy and staying physically active are not well represented in federally funded health education programs such as Supplemental Nutrition Assistance Program Education (SNAP-Ed). The curricula approved for use by SNAP-Ed implementing agencies were not developed with Anishinaabe foods, cultures, and traditions in mind. ObjectivesThis paper shares the process and lessons learned from a collaborative effort to adapt recipes from a SNAP-Ed-approved nutrition and cooking education program, Cooking Matters at Home (CMAH), to reflect cultural preferences and traditions of participants from 4 Anishinaabe tribal communities in Michigan. MethodsUniversity Extension instructors, Tribal health staff, and an intertribal organization codesigned and implemented the adaptation. Extension instructors facilitated 4 separate series of cooking and nutrition classes using CMAH curriculum with 4 Tribes. A descriptive, cross-sectional evaluation design focused on participant engagement and recipe adaptation. Evaluation included formative interviews with Tribal health staff, postintervention community participant focus groups to assess program satisfaction and cultural acceptability of adaptations, and process interviews with Extension instructors and Tribal health staff. ResultsBetween October 3 and December 7, 2022, classes reached 30 adults across 4 sites. Average class size was 7–8 participants. Eighty-six percent of participants attended every class session offered in their community. Eight recipes were adapted to include traditional foods (e.g., wild rice and maple syrup); 11 were prepared as written. A challenge was access and availability of some traditional recipe ingredients. Participants expressed a range of food knowledge and behaviors that reflect diverse histories and cultures within each community. Tribal staff and participants suggested that Extension instructors build rapport with community members, approach activities and participants with curiosity rather than sharing "expert" advice, implement more continuous programming, and improve cultural sensitivity. ConclusionsSNAP-Ed programs should support access to local Indigenous foods and make space for both community and individual traditions.

Methodological Strategy for the Development of Speaking Skills in the English Language

The present research study examines the crucial role of methodological strategies in English language teaching to develop speaking skills. It focuses on a sample of students from the elementary basic level of two public educational institutions and Uleam University in the city of Chone. A descriptive approach was employed, centering on scientific tasks and utilizing convenience sampling method. Data collection was conducted through five interviews with elementary basic level teachers, three interviews with university English teachers, and observation of five English class sessions. The results highlight the importance of applying strategies to motivate students to speak during the English teaching-learning process, emphasizing the need to balance both in order to maximize the use of available techniques, methodologies, and resources. The study particularly emphasizes the importance of the communicative approach, underscoring how this method influences the development of students' communicative competence. Additionally, internal factors such as self-will, enthusiasm, enjoyment, satisfaction, and autonomy, as well as external factors such as rewards and recognition, were identified as having an impact on students' learning. These findings underscore the importance of considering both methodological and motivational elements when creating effective strategies to improve oral expression in English. This study contributes to the field of research and education by providing important insights into the significance of planning and balancing methodological and motivational strategies in the development of English language proficiency.

Developing Hidden Talent: An Exploratory Study of Advanced Math Curriculum Implementation and Its Effects on Young Mathematically Promising English Learners

In this qualitative case study, we investigated the role of an advanced math curriculum with language scaffolding on the development of geometric and visual-spatial reasoning skills in young mathematically promising English learners (MPELs). Specifically, we examined the effects of providing MPELs with challenging and supportive math curriculum to facilitate the development of mathematical potential through a geometry unit. Twenty-one MPELs were randomly assigned to either an intervention or a comparison class. The data sources included audio recordings of class sessions, documents of math tasks, field notes, and test scores. Findings revealed that in the intervention class, tasks required more cognitive demands, and students were encouraged to contribute to classroom discourse more than in the comparison class. MPELs in the intervention class demonstrated greater gains in geometric reasoning compared to their peers in the comparison class. These findings underscore the point that challenging and supportive curricula can effectively nurture the mathematical potential of underrepresented gifted students.