IJSSER

Title: THE EFFECTIVENESS OF SELF-DIRECTED LEARNING VS. TEACHER-LED LEARNING OF ADVANCED SUBJECT MATTER ON GIFTED AND TALENTED VS. NON-GIFTED AND TALENTED STUDENTS
Authors: Trisha Nittala , John Leddo and Hashmita Nittala
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Trisha Nittala2 , John Leddo1 and Hashmita Nittala2 1. director of research at MyEdMaster 2. researcher at MyEdMaster
MLA 8 Nittala, Trisha, et al. "THE EFFECTIVENESS OF SELF-DIRECTED LEARNING VS. TEACHER-LED LEARNING OF ADVANCED SUBJECT MATTER ON GIFTED AND TALENTED VS. NON-GIFTED AND TALENTED STUDENTS." Int. j. of Social Science and Economic Research, vol. 7, no. 8, Aug. 2022, pp. 2619-2627, doi.org/10.46609/IJSSER.2022.v07i08.019. Accessed Aug. 2022. APA 6 Nittala, T., Leddo, J., & Nittala, H. (2022, August). THE EFFECTIVENESS OF SELF-DIRECTED LEARNING VS. TEACHER-LED LEARNING OF ADVANCED SUBJECT MATTER ON GIFTED AND TALENTED VS. NON-GIFTED AND TALENTED STUDENTS. Int. j. of Social Science and Economic Research, 7(8), 2619-2627. Retrieved from https://doi.org/10.46609/IJSSER.2022.v07i08.019 Chicago Nittala, Trisha, John Leddo, and Hashmita Nittala. "THE EFFECTIVENESS OF SELF-DIRECTED LEARNING VS. TEACHER-LED LEARNING OF ADVANCED SUBJECT MATTER ON GIFTED AND TALENTED VS. NON-GIFTED AND TALENTED STUDENTS." Int. j. of Social Science and Economic Research 7, no. 8 (August 2022), 2619-2627. Accessed August, 2022. https://doi.org/10.46609/IJSSER.2022.v07i08.019.
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ABSTRACT: In the age of the Internet, where information is readily accessible, many people are expanding their knowledge through self-directed learning without being in the traditional classroom setting. This raises the question of how well people can learn on their own without the aid of a human teacher. In our previous work (Leddo et al., 2017), we found that gifted and talented (GT) students learned basic computer programming equally well on their own or when taught by a human teacher while non-GT students learned better when taught by a human teacher than on their own. This raises the question of how well students can continue to learn on their own as the subject matter becomes more advanced. The present study investigates this question by having 26 high school students learn an advanced topic in biology, taught either by a teacher or by reading articles and watching videos (self-directed learning-SDL). Whether students were designated GT or not designated GT by their respective school districts was also an independent variable in this study. Results showed no main effect on learning based on whether students were taught by a teacher or engaged in SDL or were designated GT or non-GT. Rather, there was an interaction effect such that non-GT students learned better when taught by a teacher and GT students learned better when engaged in SDL. These results amplify the findings of our previous work and show that GT students can learn even advanced material on their own without the aid of a human teacher. This reraises the question that led to the present study of the extent to which students can continue to learn on their own without the aid of human teachers.

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