Effects Of Online Differentiated Instruction On Gifted Students' Engagement Post Covid-19: Surveying Students And Teachers' Perspectives

Abstract

The purpose was to investigate gifted students and their teachers views regarding  the effects of  online differentiated instruction on gifted students' engagement post covid-19. Method: This study employed  cross-sectional descriptive method, with the main focus on  gifted students  and their teachers at middle and secondary school levels. The study was conducted in Feb., 2022. The sample of the study consisted of  gifted students  and their teachers at middle and secondary school levels. 60 gifted students' teachers  and 120 students were selected randomly. Findings: Results indicate that do not differ in their views regarding the effects of  online differentiated instruction on gifted students' engagement post covid-19. No differences were found  between teachers regarding the effects of  online differentiated instruction on gifted students' engagement post covid-19 by gender, academic qualification and years of experience(3 years, 4-6 years, more than 7 years). Conclusion: Based on all of the analyses both teachers and students were highly motivated toward online differentiated instruction, regardless teachers' gender(males and females), academic qualification and years of experience.