Abstract:
Academic performance is a function of many interrelated variables including inherent
study efforts, modes of teaching, school environment and students ability. Many
gifted students may face myriads of academic problems, which may however, be
masked by their academic prowess, yet research into this realm is limited in Kenya.
The objectives of the study were: To investigate the perception of gifted students on
the effects of compulsory subjects on academic performance. To establish the
perception of gifted students of teacher - centred teaching methods on academic.
performance. To examine the perception of the gifted students of the effects of
mentorship and counselling services on academic performance. To establish the
perception of teachers on gifted students identification criteria on academic
performance. An exploratory survey design was used. The research population
consisted of 100 heads of academic departments and 153 gifted students. The sample
then was 30 teachers and 120 gifted students from the sampled schools in Uasin
Gishu District. Two sets of structured questionnaires were used to collect data. The
sample was selected using random sampling technique and purposive sampling
technique. Descriptive statistics was used in data analysis that is of frequencies and
percentages. The findings were presented using tables, pie charts and figures. From
the findings it was established that the gifted students perceived that the compulsory
subjects were highly influential in affecting academic performance. That most of
these students 48 %( 50) rated the teacher-centred teaching methods as poor and these
teaching methods were found to affect the academic performances negatively.
Absence of mentorship and guidance and counselling services affected a majority
55% (58) of the gifted students negatively academically. Identifying the gifted
learners in secondary schools of Uasin Gishu was non standard. No intelligence tests
were used to identify gifted learners instead evaluation test results was majorly used
by 60% of the teachers to identify these learners. The study recommended that the
MoE should make IQ tests available in schools. Teachers should be equipped with
skills and knowledge of how to handle gifted learners in schools. Further studies
should be carried out to establish how primary schools cater for this gifted learners.
