School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Jeffrey Savage


gifted students, academic environments, cluster grouping, full differentiated education, perceptual reasoning




The purpose of this quantitative, quasi-experimental nonequivalent group research was to analyze hypothesized differences in gifted students’ perceptual reasoning based on the type of instructional strategy they receive. Specifically, this study examined possible statistically significant differences among gifted students’ reasoning after receiving at least three years of full-time differentiated instruction, cluster grouping, or general education-focused teaching. Comparing gifted students’ perceptual reasoning and analyzing the impact of gifted instructional strategies and general systems will influence improvements in effective strategies for teaching gifted children. The study used the subscale of Perceptual Reasoning of the Wechsler Intelligence Scale for Children (WISC-IV) to examine the perceptual reasoning of 90 Mexican gifted students in 5th and 6th-grade from a private school located in Mexico City who had received at least three years of full-time differentiated education, cluster grouping, or general education instruction. The data collection took place during the spring semester of the 2022–2023 school year for both the archival data from the institution and the testing of perceptual reasoning. An ANCOVA was used to evaluate the null hypothesis under the assumption that adjusted means are equal across groups and therefore compare the differences in instructional strategies on gifted students’ perceptual reasoning. Results suggested that specialized instructional strategies like cluster grouping and full-time differentiated instruction can impact elementary gifted students’ perceptual reasoning. Future research can analyze the benefit differences between cluster grouping and full-time differentiated strategy.

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