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Africa Int ernation al Journal of Management Educ ation and Gov ernanc e (AIJMEG) 2(1):75-90 (ISSN: 2518 -0827)
According to Watson and Ashton, (1995) each among the gifted and talented persons in their
person is unique, has unique gifts and interest, achievement, motivation and
problems, is subject to unique influence attachment. A programme, teacher or situation
promoting certain aspects of learning and that is viewed with disfavour may develop
inhibiting others. Gifted and Talented unfavourable attitudes within the learner.
Education, (2006) stated that United states Therefore, attitudes of the academically
have schools tailored towards developing the talented students should be established in
student‟s talent. The White Paper (2005) set order to provide them with proper
out Britain‟s ambition that every student- programmes that enhance motivation.
gifted and talented, struggling or average One of the prime factors causing boredom is
should have the right of personalized support lack of ownership of what an individual does.
to reach the limits of their capacity. At present, Everyone‟s needs are different. The needs of
the Kenyan Education lacks such provisions the academically talented students have not
for the academically talented hence their gifts yet been attended to specifically. A brand of
may lie either unnoticed or unutilized. education that seeks to build up that
Recognizing the unique needs of students with individual‟s self esteem positively is a key
high potential, classes have been developed to requirement concludes Watson and Ashton
help students develop their cognitive (1995). This is specifically missing in the
(thinking) such as logical reasoning, problem Kenyan education system at present.
solving, critical thinking and creative thinking Effort is lacking in the identification of
Law (2003) noted Kalnes and John, (1991) also academically talented student, organization,
noted that there are many facets of giftedness presentation and provision of the right
and no single child demonstrates all. The curriculum for this exceptional persons. The
academically talented students in Kenya are U.S Department of Education‟s report; A case
placed in the mainstream with the rest of the for developing America‟s talent (1993),
students, which makes it difficult to recognize describes a “quiet crisis” concerning the
their needs to enable their instruction hence education of gifted youth in America. In many
impossible for them to exercise their academic publications, most of the concern regarding
potential to the full. the failure of students in education has
Kamunge Report (1988), noted that in every referred to those described as at risk of failure
society, there are especially gifted and talented due to low achievement. This has generally
persons whose special gifts and talents begin not included those students who are gifted, as
to show at a fairly early age. It recommended it is a common misconception that such
that such people should be identified early, individuals will do well in school with little
given encouragement, adequate challenges help or no help at all. This is also the state of
and facilities to direct their training into fields affairs in Kenya today since the academically
that enhance overall development of the talented students are placed in the mainstream
nation. This report, however noted that apart of other learners with the assumption that
from regular formal education, training and they are automatically good performers hence
research programmes for identification and will achieve their potential. It is against this
development of specially gifted and talented background that the researcher set to
individuals should be carried out. Although investigate the effects of attitudes of
the working party proposed that such academically talented secondary students
students should be identified and their gifts towards their teachers on their academic
and talents developed in specific schools; such performance in Keiyo District. The objectives
recommendations have not been of the study were to investigate the effects of
implemented. Further to that, Koech Report, attitudes of academically talented students on
(1999), Totally Integrated Quality Education general student behavior and whether their
and Training, (TIQET) lamented that the gifted attitudes differ with gender.
and talented individuals in Kenya have not The study was based on the social learning
been given due recognition. theory by Bandura (1977) and cognitive
A major challenge that the academically dissonance of Festinger (1957). The basic
talented individuals experience is lack of tenet of social learning theory is that most
motivation. Watson and Ashton (1995) cited important parts of individual‟s behaviour are
that the most serious enemy of learning is learned from other persons in society – family,
boredom. There are marked differences friends, teachers and culture. Bandura
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in participation at all higher education levels. To determine the content validity of the
Middle school and high school girls have questionnaire items, three experts in the
positive attitudes toward school but negative department of Educational Psychology, Moi
attitudes toward mathematics. Stipek (2006) University examined the questionnaire items
article suggested that girls have lower and their suggestions and comments were
expectations for themselves in math than boys, used as a basis to modify the research items
and that girls believe they do not have and make them adaptable to the study. Based
mathematical ability. These beliefs begin early on the feedback offered by those who
in their education and persist into junior high examined the questionnaire the wording of the
school and probably beyond. questionnaire was slightly modified and other
items were added while some were excluded
This study relied on ex post facto design. This
completely.
study was carried out in secondary schools in
Keiyo District, in Rift Valley Province. The
FINDINGS
target population for this study comprised of
Background Information of the Respondents
all gifted secondary school students in Keiyo
The background information sought included;
District which comprised of Girls‟ boarding,
gender, type of school, class, and age of the
boys‟ boarding, co-educational boarding, and
respondents (Table 4.1). Gender information
co-education day schools. The four types of
is presented in Table 4.1a. From the table, out
school were further categorized as district
of a total of 338 respondents, 48.2% of the
schools and provincial schools. The research
respondents were males and the remaining
sample consisted of 338 students. A
51.6% were females.
questionnaire used and it was drawn from
The number of respondents per given school
three sources namely: Items developed by
sampled in presented in Table 4.1b. Out of the
Kaikai (1992); Some of the items used by
338 respondents, the majority came from girls
Laurence (1984), which were adopted and
boarding (37.0%) followed by boys boarding
modified to fit the study; and items developed
(36.0%), co-educational boarding had 17.7%,
by the researcher. Items developed by Kaikai
the least being co-educational day (9.3%).
and Lawrence were found to be relevant to the
The classes of the respondents are shown in
present study. The questionnaire had 54 items.
Table 4.1c. From the table, the respondents
Pilot study was carried out in 4 schools in
were sampled from two classes, form three
Uasin Gishu District. One school was from
and form four, higher number of the students
each category of schools such as co-
were from form four (57.3%) as compared to
educational boarding, co-educational day,
form three (42.7).
girls‟ boarding and boys‟ boarding
Table 4.1d show the age of the respondents
respectively. The reliability coefficient of 0.5
sampled. Majority of the respondents were
and above was accepted as a good measure of
aged 16-18 years (87.0%), 12.7% of the
reliability. Computation using the above
respondents were aged over 18 years with
formula yielded a reliability coefficient of 0.8,
only a paltry 0.3% being aged 12-15 years.
which was judged as a good measure of
reliability.
Table 4.1: Background information of the respondents
a) Gender
Frequency Percent
Male 163 48.2
Female 175 51.8
Total 338 100
b) Types of school
Frequency Percent
Co-educational day 37 9.3
Co-educational boarding 62 17.7
Girls boarding 121 37.0
Boys boarding 118 36.0
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Africa Int ernation al Journal of Management Educ ation and Gov ernanc e (AIJMEG) 2(1):75-90 (ISSN: 2518 -0827)
70
60
% .
50
Frequency of respondents
40
30
20
10
0
Negative Neutral Positive
Attitudes
Figure 4.1: Overall attitudes of the academically talented students towards their teachers
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towards teachers compared to males (39.2%). (59.4%) when compared to the males students
Neutral attitudes between males and females (50.1%) of the females; the differences were
were not significantly different (P > 0.05). statistically significant (P < 0.05).
Females had generally more positive attitudes
70
Percentage frequency
60
%
of respondents .
50
40
M…
30
20
10
0
Negative Neutral
Attitudes Positive
Figure 4.2: Gender differences in attitudes of academically talented students towards their teachers
70
Percentage frequency of
60
respondents .
50
40
30
20
10
0
Negative Neutral Positive
Attitudes
Co-educational day Co-educational boarding
Figure 4.3: Attitudes of academically talented students towards the teachers from various types of
schools
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students towards their teachers differed attitudes, majority were aged above 18 years
significantly (χ2 = 36.679, df = 4, P = 0.000) by (10.8%) followed by students aged 16-18 years
age. Among students with negative attitudes, (7.2%) and finally students aged 12-15 years
students aged 16-18 years dominated (33.8%) (1.9%). Finally more students aged 12-15 years
which was followed by students aged above (64.8%) were found to have more positive
18 years (31.6%) and finally students aged 12- attitudes than students aged 16-18 years
15 years. Among students with neutral (59.1%) and above 18 years (57.6%).
70.0
Percentage frequency of
60.0
respondents .
50.0
40.0
30.0
20.0
10.0
0.0
Negative Neutral Positive
Attitudes
12-15 years 16-18 years >19
Figure 4.5: Differences in attitudes of different ages of academically talented students towards their
teachers
Effects of attitudes on Behaviour of the observed variations in the students‟
Factors contributing to positive attitudes and attitudes. These factors were broadly
good performance categorized into student-teacher relationships
The factors extracted by principal component (problem with teachers, teachers‟ role in group
analysis as affecting performance of students discussion, teachers as role models, teachers
are presented in Table 4.11 below. All factors missing classes), students‟ academic inputs
with given values greater than one were (students being good in all subjects, students‟
considered as factors that affect students‟ responsibility) and workload for students
performance. From the 54 factors considered, a (syllabus organization, students‟ opinion, less
total of 14 factors affecting performance were student workload) as well as luck.
extracted, which together accounted for 93.0%
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girls‟ boarding schools (37.0%) followed by academically talented students towards their
boys boarding (36.0%), co-educational teachers were recorded more in girls boarding
boarding had 17.7% and co-educational day schools, followed by co-educational boarding
schools had the least number (9.3%). then boys boarding and for the least in co-
The respondents were sampled from two educational day schools. Girls‟ boarding
classes, Form Three and Form Four. Majority schools had the best performance followed by
of the respondents were aged 16 to 18 years boys‟ boarding schools. Co-educational
(87%), 12.7% were aged >18 years with only boarding was third in performance and the
0.3% aged 12 to 15 years. least performing students were from co-
The attitudes of the academically talented educational day schools.
students toward their teachers were 4. Class did not have a significant
determined using the Likert scale ranking. influence on attitudes of academically talented
Analyses were done using 54 items of the students towards their teachers. The
questionnaires. There was an overall differences in attitudes between form three
significance statistical difference in the and form four students were not significant.
attitudes of students towards their teachers. The differences in performances between form
Majority of students had positive attitudes, three and form four students were also not
while a small percentage had neutral and significant.
negative attitudes. 5. Age of the student had a significant
Females had generally more positive attitudes effect on her/his attitude towards his/her
when compared to their male counterparts. teacher. Among students with negative
Positive attitudes were recorded more in girls‟ attitudes, students aged 16-18 years
boarding schools followed by co-educational dominated, which was followed by those aged
then boys boarding and the least was in co- above 18 years, and finally students aged 12-
educational day schools. The difference in 15 years. Majority of the students aged above
attitudes between forms four and form three 18 years had neutral attitudes while more
students were not significant. students aged 12 -15 years were found to have
Among students with negative attitudes, more positive attitudes than students aged 16 -
students aged 16 to 18 years dominated which 18 years. Among these students, those aged
was followed by students aged 18 years and 12 – 15 years had the best performance when
above. Students aged 12 to 15 years were compared to those aged 16 – 18 years and
found to have more positive attitudes than the above 18 years.
rest of their colleagues. The majority of academically talented
1. There was a statistically significant students involved in the study were found to
difference in the attitudes of the academically have a positive attitude towards their teachers
talented students towards teachers. Majority (66.4% of the studied sample). Students with
of the respondents had a positive attitude negative attitudes towards their teachers were
towards their teachers. A small number had a moderate in proportion (33.5%) however the
negative attitude while the least number had a proportion of students with neutral attitude
neutral attitude. It was found that attitude were significantly lower than the rest. This
had a significant influence on the performance finding concurs with studies by McCoach and
of the academically talented students. Siegle (2001) who reported similar findings
Students who had positive attitude towards among two separate profiles of gifted
teachers performed better than their students; one set of students displayed
counterparts who had negative and neutral negative attitudes towards teachers and
attitudes respectively. school, while another set reported positive
2. Gender had a significant influence on attitudes towards teachers and school;
attitude towards teachers. Females had nevertheless their performance were however,
generally more positive attitude when not determined. Earlier study by Bandura
compared with their male counterparts. (1986) and Schunk (1984) reported that high
Students with good performance were many academic achievers have positive attitude
but the number of female students was towards their teachers and school. The
significantly higher than that of males. question that needs to be addressed here is
3. Type of school had a significant why many academically talented students
influence on attitudes of academically talented have positive attitudes towards teachers but
towards their teachers. Positive attitudes of still performed poorly. Although the students
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performance is not only influenced by his /her factor rather than determinants of
attitudes towards his/her teacher but other performance. Possible reasons are that the
factors such as school environment, family learning level may be too simple for them,
background, health of student come into the teaching methods may be opposed to the
play, there is every reason to suspect the child‟s learning style, content may appear to
existence of a link between students attitude have no reason or purpose, or learning may be
towards his /her teacher and his/her occurring without opportunity to apply the
academic performance. Since the teacher is in knowledge. The student could be bored with
most cases, the student‟s role model as well classes or with school or he/she may have
as surrogate parent. Attitude is positively personality conflict with the teacher. These
correlated with behavior and both are and many factors other than academic or
reciprocal (Gordon, 2000). intellectual ability can affect student‟s
It is also overwhelming that a higher number classroom performance.
of academically talented students with
positive attitude still performed lower than Effects of attitudes on performance of
others especially in the boys boarding, co- academically talented students by gender
educational boarding and day, despite the fact There was generally a significant relationship
that they understood very well about working between performance and attitudes of female
hard to achieve good results. Attitude was students. Girls with positive attitudes scored
found not to be the only variable that keeps high marks while those with negative
students from doing well. This was explained attitudes relatively scored lower marks. Girls
well by the other factors other than attitude with positive attitudes toward their teachers
towards their teachers that were established to also scored higher than boys with similar
influence performance to a reasonable attitudes toward teachers. However, boys with
percentage. Such factors identified in the negative attitudes toward teachers performed
study were students having problems with much better than girls with negative attitudes
their teachers, teachers encouraging discussion toward teachers. This therefore shows a strong
groups, syllabus organization, teachers acting coupling action in girl - student attitudes and
as role models and so on (Table 4.4). The performance. This tends to show that attitudes
study concurred with Lindgren (1980) who towards teachers in girl‟s students determine
reported that some teachers become more of their performance than attitudes of
preoccupied with structure, control, rules and boys toward their teachers. This showed that
regulations. Such a preoccupation inevitably the performance of the male students is not
leads them to use strategies that are autocratic inherently related to their attitudes in
or authoritarian .The academically talented comparison to females. These findings were in
students as explained earlier differ from the line with Emerick (1992) that there was an
“norm” Since they usually are ahead of the increasing and progressive tendency to
rest of students in the way they grasp the express dislike for academic and social aspect
content that is taught. If information is of school in grades five, seven and nine. In
repeated or slowed down, it results in many schools, the girls liked and valued
boredom hence frustration. This will be academic activities more than boys, but these
expressed through disruptive behavior: Some sex differences narrowed and disappeared
lose interest in their daily work and seek later.
refuge in excessive daydreaming and over - These findings are however, in complete
activity. contrast to those availed by Mathews (1992)
Grenshaft et al. (1995) reported that often that the progress of girls in school is
academically talented students will perform threatened by a set of attitudes that appear
well even if they do not put in much effort during puberty when girls lose interest in
toward learning unlike other students without activities requiring intellectual achievements,
much academic talents. Though, this study did especially when they involve competition with
not sample student who have less academic boys. The findings also differed with Moon et
talents, it can be seen that many students with al. (1977) that fear of success based on the
high academic talent and posses negative belief held by adolescent girls that success,
attitude toward teachers did not perform especially when achieved through competition
dismally. Therefore, attitudes of the students with males, will undermine their self-esteem
toward teachers seem to be a major shaping and feelings of femininity and will lead to
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performed remarkably well followed by boys them which would improve the learners
boarding schools, then co-educational abilities and performance.
boarding and the worst performer was co- 4. The academically talented student
educational day school. From this, it was who underachieves should be intensively
concluded that performance of academically guided and counseled in order to relate well
talented students is a function of attitude. with his/her teachers for good results.
Likewise a comprehensive plan of services for
5.5 Implications and policy the academically talented student should be
Recommendations enacted in order to reduce the unique
Based on the foregoing discussion of the stressors, which make them vulnerable to
findings and conclusion, the following difficulties with social and/or emotional
implications and recommendations are offered adjustment.
to teachers, academically talented students,5. Schools in Kenya should come up with group
educators and the government regarding the discussion under the guidance of academically
education of the academically talented talented students with positive attitudes
students in secondary schools. Most of the towards their teachers and include other
academically talented students were found to students who are less academically endowed.
possess positive attitude towards their Such group will have a mandate of trying to
teachers and a few possessed negative encourage students to develop positive
attitudes while some had neutral attitudes. attitudes toward their teachers.
Both negative and neutral attitude were Suggestions for Further Research
confirmed to affect performance hence this To bring more light into the issue investigated
suggests that there is need to change these in this study, it was suggested that the
attitudes. Therefore the following following studies be conducted.
recommendations were made: 1. A similar designed study covering the
1. School headteachers should evaluate whole of Kenya to find out if the findings
non-academically talented student and reached here hold true for the whole republic.
categorize them in relation to their attitudes 2. A similar study involving the
toward teachers, which would be easier to academically talented underachieving
inculcate proper attitudes among them. students.
2. Special programmes for students with 3. A similar study involving attitudes of
negative attitudes toward teachers which are other interest groups not covered in this study
in harmony with the basic principles of such as parents and teachers. This will enable
education, to be developed to ensure his/her acquisition of more information on factors
capacities are developed. influencing academic performance of the
3. Academically talented students have academically talented students which will
learning and developmental needs which are assist in reaching firm conclusions on how to
unrecognized and unmet in many regular help this population of students exhaust their
classrooms merely because they perform well. academic potential.
Teachers should be encouraged to identify
these needs and help bring out the best in
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Appendix ii: Extraction of the factors affecting attitudes of students towards their teachers
a
Total Variance Expl ained
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