The availability of problem-solving skills among gifted students in schools of excellence and its relation with their parents' academic level

Abstract

Modern societies face problems due to rapid, multiple, and continuous changes; this has led to the necessity for individuals in the twenty-first century to possess the skills to solve problems. Perhaps the most important groups of society which shape the future of any community are gifted students. Therefore, this study seeks to bridge the knowledge gap related to examine the level of solving-problem skills for gifted students in King Abdullah II Schools for Excellence and determine whether there is any effect of parents' academic level on problem-solving skills among the gifted students. The study used the descriptive and analytical method to achieve the objectives. The research population consists of 206 participants; the research sample reached 80 respondents chosen as a stratified random sample. To achieve the research goals, the researchers used the Heppner assessment to solve problems. The validity and reliability of the instrument were verified. SPSS program used to reach the results, descriptive statistics were used; also, the ANOVA test was used to determine the effect of demographic characteristics. The study results found that 66% of gifted students were below the acceptable level in the ability to solve problems, while 34% were within the acceptable level. The findings also showed no statistically significant differences attributed to the gifted student's father's and mother's academic level on the ability to solve the problem. The researchers made recommendations regarding training gifted students, their teachers, and their parents in problem-solving skills based on the study results.