Differences in Teachers’ Classroom Practices with Gifted and Average Students of Primary Schools in the Kingdom of Bahrain

Abstract

This study aimed to measure the differences in the level of teachers’ classroom practices with gifted and average students at primary schools in the Kingdom of Bahrain. The study used the descriptive method to collect data from a sample of 522 male and female teachers (97 males, 455 females), representing the study population which was 5561 male and female teachers (1286 males, 4275 females). The instrument of teacher’s practices in the classroom was used. It consisted of six elements: asking questions and thinking, providing challenges and choices, assignments that require reading and writing, curriculum modification, enrichment centers and class activities. The results revealed that there were statistically significant differences in the mean scores of classroom activities and the total score between the gifted and average students in favor of the gifted ones at (0.01). The effect size points were between medium and high level. The results indicated that there were three clusters related to gifted students; the third cluster which represents an increased differentiation in classroom practices towards the gifted, and the medium cluster, then the first cluster which is low. The order of clusters towards average students was the middle cluster, the low, then the high cluster.