The Peer Relationships between the Gifted and the Normal Students of the Fifth Grade in Group Learning

• Main Authors: Chia-yin Hung, 洪嘉盈
• Other Authors: Chia-Ling Chiang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/03559062284971881302

碩士 === 國立臺南大學 === 自然科學教育學系碩士班 === 91 === The main purpose of this research was to investigate the peer relationship between the 5th grade normal students and gifted students. Participants were selected from a Kaohsiung Municipal elementary school, which had experience of teaching gifted students over 19 years. Sociometry questionnaires were given to 140 5th grade students: 29 out of 140 students were gifted students, and 111 out of 140 students were normal students. These students were asked to nominate students who they wished or did not wish to stay together for study groups. Results from questionnaires that analyzed by SPSS statistical program and semi-structure interviews to teachers and students showed as the following: 1. Generally speaking, the 5th grade gifted students had got better peer relationship than the normal students (statistical different, p<.05). Compared with the normal students, the gifted students were more welcome in the “major subjects” then in the “minor subjects” when being nominated for group partners, and vice versa (however there was no statistical different, p>.05). The reason for being popular could be that the gifted students were more informed with knowledge. 2. Peer relationships were different with gender and IQ (p<.05). Result also showed that, for both gifted and normal students, boys’ peer relationships tended to be controversial. They were more welcome and more rejected in comparison to girl students. 3. There was a tendency of selecting gifted students as their study partners those who gained better marks, whereas gifted students were most repelled by those gaining average marks. 4. The reasons why gifted and normal students chose/rejected their group partners were no significant difference (p>.05). In addition, for acceptance, results showed that gender difference (p<.05) existed only in the factor of "introversive character", and there was no gender difference when it came to rejection. 5. Results also indicated that the better marks students had; the better peer relationship they developed. However, it implied that learning achievement was important while children chose their group partners, especially refered to the first result of this study.