How Saudi Students Perceive Academic Acceleration: A Group Concept Mapping Study in Inclusive Classrooms
Keywords:
Academic Acceleration; Gifted Education; Group Concept Mapping; Student Beliefs; Talent DevelopmentAbstract
Gifted students need tailored interventions to develop their potential and abilities, interventions that address their needs, which are not typically met in traditional classroom settings. Classroom acceleration has proven effective for these students; however, its implementation in Saudi Arabia remains fraught with caution due to implicit or explicit beliefs among teachers and students regarding the effects of acceleration. This study aimed to examine and identify students’ beliefs about accelerating gifted students and placing them in higher grades with older peers. The study employed a group concept mapping methodology to investigate students’ beliefs in inclusive classrooms regarding full-grade acceleration. Fifty-five middle school students generated ideas related to acceleration and then sorted, evaluated, and categorized the factors to consider when making acceleration decisions into a pooled list. Hierarchical cluster analysis was used to identify key concepts within the structured data. The analysis revealed five key conceptual clusters representing students’ beliefs about acceleration: (a) the suitability of acceleration for fast learners (highest rated in terms of importance, mean = 3.40); (b) concerns about progress; (c) benefits to others (including peers and teachers); (d) potential barriers to acceptance (including bullying and social rejection); and (e) unpleasant feelings. Students ranked fairness and access to better learning opportunities as the most important factors in their acceleration decisions. The findings also revealed that students are aware of ability disparities between accelerated students and their older peers in receiving classes, which may contribute to social and emotional challenges for both groups.
https://doi.org/10.26803/ijlter.25.8.4
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