Oluseyi Akintunde DADA ,
Olusegun Olujide FAGBEMI
Udoka, M. DAVID
University of Calabar , Calabar Nigeria,
Ignatius Ajuru
University of Education, Rivers State, Nigeria.
Abstract
This study investigated teachers’ knowledge of curriculum adaptation for gifted children in Rivers State, Nigeria. The study adopted a descriptive survey research design. Participants were 250 regular primary school teachers drawn through stratified sampling techniques. A research question and two null hypotheses guided the study. Knowledge of the Gifted Education Curriculum Adaptation Scale (KGECAS) developed by the researchers was used to collect data for the study. The instrument was validated by experts and trial tested with a reliability coefficient of 0.73. Data collected was analyzed using mean, standard deviation, and T-test statistics. Findings show that classroom teachers’ knowledge of curriculum content, process, and product adaption is low. There is no significant difference in teachers’ knowledge of curriculum adaption for gifted and talented children in primary schools in Rivers State based on teachers’ educational qualification (t=.851, p> .05) and their year of teaching experience (t= -1.430, p> .05). It was concluded that most primary school teachers regardless of their qualification and experience did not have sufficient knowledge of curriculum adaptation to optimize learning for the gifted and talented children in Rivers State. It was recommended that government should train teachers on how to adapt the curriculum in terms of content, process, and product for the potential optimization of gifted and talented children.
Keywords: Assessment, Regular Teachers’ Knowledge, Curriculum Adaptation, Gifted Children.
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