Twenty-sixth International Conference on Learning

Abstract

Teachers fail to identify mildly gifted learners (MGLs) in primary schools when they lack knowledge of these learners because of their professional training deficits. Consequently, MGLs are compelled to learn the contents of the traditional curriculum in the regular classroom. The primary purpose of this research was, therefore, to investigate whether Grade 3 MGLs were capable of using self-regulated learning (SRL) methods to master an enriched advanced level curriculum (EALC) in mathematics. In order to achieve this objective, a true experimental design was used in this case study. Sixty-four Grade 3 MGLs were identified and purposively selected to participate in the experiment. The MGLs were randomly assigned to either the control group or the experimental group with each group comprising 32 learners. Learners in the experimental group were required to employ SRL strategies to study the EALC. In contrast, teachers were required to use direct teaching methods to teach the EALC to the control group in a traditional classroom setting. The empirical results in this study affirm that Grade 3 MGLs are capable of employing SRL strategies to master an EALC. This exploratory study has significant implications for the education of MGLs in the mainstream of primary school education. The findings of this study create opportunities for more research to be accomplished on the cognitive needs of MGLs and the professional training needs of their teachers. In addition, the use of SRL strategies as an instructional alternative to direct teaching methods must be further researched and implemented in primary schools.