Evaluation of the Effects of Grouping High Capacity Students in Academic Achievement and Creativity

Sustainability

Africa Borges¹  Elena Rodríguez-Naveiras²  Julián Betancourt³  Juan Francisco Flores Bravo⁴  Dolores Valadez⁴ 

[1] Departament of Clinical Psychology, Psychobiology and Methodoly, Universidad de La Laguna, 38205 Santa Cruz de Tenerife, Spain;Faculty of Social Sciences, Universidad Europea de Canarias, 38300 La Orotava, Spain;Jalisco Educational Center for High Abilities, Jalisco Education Secretary, Guadalajara 44100, Jalisco, Mexico;University Center of Health sciences, University of Guadalajara, Guadalajara 44340, Jalisco, Mexico;

关键词: grouping;    creativity;    academic performance;    high abilities;   

DOI  :  10.3390/su12114513

来源: DOAJ

【 摘 要 】

The objective of this research was to determine the effect of grouping on the academic performance and creativity of 87 students from the Jalisco educational center for high abilities (CEPAC). Gains in academic performance and creativity due to grouping were hypothesized to be correlated with time spent at CEPAC. The Creative Imagination Test for Children (PIC-N) and for young people (PIC-J) were used, as well as the scores obtained in Spanish, mathematics and the general average at the entrance to the center at the end of the 2019 school year. The test was applied collectively to students when they joined the educational center, and after the end of the 2019 school year. In order to determine if there are improvements in academic scores after being included in CEPAC and to determine if there were changes in creativity, ANOVA split plot were carried out. To determine the relationship between school scores and creativity, Pearson correlations were performed. The results showed gains in academic performance and creativity when the permanence of students in the educational center is longer. It is concluded that grouping by ability produces gains in academic performance and in some components of creativity.

【 授权许可】

Unknown