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Evaluation of the Effects of Grouping High Capacity Students in Academic Achievement and Creativity

Author

Listed:
  • Dolores Valadez

    (University Center of Health Sciences, University of Guadalajara, Guadalajara, Jalisco 44340, Mexico)

  • Julián Betancourt

    (Jalisco Educational Center for High Abilities, Jalisco Education Secretary, Guadalajara, Jalisco 44100, Mexico)

  • Juan Francisco Flores Bravo

    (University Center of Health Sciences, University of Guadalajara, Guadalajara, Jalisco 44340, Mexico)

  • Elena Rodríguez-Naveiras

    (Faculty of Social Sciences, Universidad Europea de Canarias, 38300 La Orotava, Spain)

  • Africa Borges

    (Departament of Clinical Psychology, Psychobiology and Methodoly, Universidad de La Laguna, 38205 Santa Cruz de Tenerife, Spain)

Abstract

The objective of this research was to determine the effect of grouping on the academic performance and creativity of 87 students from the Jalisco educational center for high abilities (CEPAC). Gains in academic performance and creativity due to grouping were hypothesized to be correlated with time spent at CEPAC. The Creative Imagination Test for Children (PIC-N) and for young people (PIC-J) were used, as well as the scores obtained in Spanish, mathematics and the general average at the entrance to the center at the end of the 2019 school year. The test was applied collectively to students when they joined the educational center, and after the end of the 2019 school year. In order to determine if there are improvements in academic scores after being included in CEPAC and to determine if there were changes in creativity, ANOVA split plot were carried out. To determine the relationship between school scores and creativity, Pearson correlations were performed. The results showed gains in academic performance and creativity when the permanence of students in the educational center is longer. It is concluded that grouping by ability produces gains in academic performance and in some components of creativity.

Suggested Citation

  • Dolores Valadez & Julián Betancourt & Juan Francisco Flores Bravo & Elena Rodríguez-Naveiras & Africa Borges, 2020. "Evaluation of the Effects of Grouping High Capacity Students in Academic Achievement and Creativity," Sustainability, MDPI, vol. 12(11), pages 1-21, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:11:p:4513-:d:366351
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    References listed on IDEAS

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    1. Courtney A. Collins & Li Gan, 2013. "Does Sorting Students Improve Scores? An Analysis of Class Composition," NBER Working Papers 18848, National Bureau of Economic Research, Inc.
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