Document Type
Article
Department/Program
Education
Pub Date
2-2016
Abstract
Although descriptions of enrichment programs are valuable for practitioners, practices, and services for gifted students, they must be backed by evidence, derived through a synthesis of research. This study examined research on enrichment programs serving gifted students and synthesized the current studies between 1985 and 2014 on the effects of enrichment programs. A total of 26 studies were included in this meta-analysis, and the findings show that enrichment programs had a positive impact on both gifted students’ academic achievement (g = 0.96, 95% CI = 0.64 – 1.30, under a random-effects model) and socio-emotional development (g = 0.55, 95% CI = 0.32 – 0.79, under a random-effects model). Regarding moderators of the effects, types of programs, and grade levels influenced both effect sizes of academic achievement and socioemotional development. The largest effect size was observed for summer residential programs in terms of academic achievement and for a combination of summer and academic year program in terms of socio-emotional development.
DOI
https://doi.org/10.1177/0016986216630607
Journal Title
Gifted Child Quarterly
Volume
60
Issue
2
Recommended Citation
Kim, Mihyeon, A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students (2016). Gifted Child Quarterly, 60(2).
https://doi.org/10.1177/0016986216630607
Publisher Statement
This article is a accepted/ post-print version of: Kim, M. (2016). A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students. Gifted Child Quarterly, 60(2), 102-116. Copyright © 2016 Sage Publications. https://doi.org/10.1177/0016986216630607.
The article is protected by copyright and reuse is restricted to non-commercial and no derivative uses.
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