Aim: The present research sought at investigating the effectiveness of a training program on the basis of Betts’ model of autonomous learner on improving the creativity product among a sample of gifted 10th grade female students.
Method: This was a quasi-experimental study that included a sample of 68 gifted 10th grade female students from King Abdullah II School for Excellence. The students were randomized into a control group (n=34) that received traditional teaching and an experimental group (n=34) that was subjected to the training program based on Betts’ model of autonomous learner. The creative product semantic scale was adopted to perform a pre- and post-assessment of the students’ creative projects (a telescope). The data gathered in this study was analyzed using the statistical package of social sciences.
Results: The findings of the study showed that there was significant statistical differences in the experimental group creativity product between pre- (3.18±0.73) and post-training assessment (5.81±0.70), (t=15.1628, p≤0.05).
Conclusion: The study ended up with that the training program based on Betts’ model of autonomous learner had a statistically significant positive effect on improving gifted students’ creativity products. The study recommends adopting the concepts of learning autonomy in teaching gifted students and designing various training programs aiming to improve the creativity capacities of the gifted students.
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