Perceived Barriers to Talent Identification Among Undergraduates at the University of Ibadan
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the relationship between academic activities and talents identification among undergraduates in university of Ibadan
- To ascertain the barriers to talent identification among undergraduates in university of Ibadan
- To ascertain the important of talent identification among undergraduates
CHAPTER TWO
REVIEW OF RELATED LITERATURE
HISTORICAL DEVELOPMENT OF TALENT IDENTIFICATION
There are two landmark studies that have focused on the models commonly used in talent identification (detection) over the years worldwide, and these are the studies of du Randt, (1992) and Régnier et al. (1993). Of particular interest to the South African context have been the study of du Randt (1992) that was conducted in conjunction with a team of researchers, as well as the relevant sub-sections (du Randt & Headley, 1992b; 1992d) of this particular study, that have provided guidance and direction for a great deal of research into talent identification and development. Studies such as Hare (1999), Spamer (1999), Booysen (2002), Van Gent (2003), Van Gent and Spamer (2005), Spamer and De la Port (2006), and others, have relied on the information, findings and recommendations of du Randt and Headley (1992b; 1992d), emphasising the incredible value of this study overall. Other studies that have also reviewed the specific findings of Régnier et al. (1993) are Du Rand-Bush and Salmela (2001) that reviewed the original models in Régnier et al. (1993), and Wolstencroft (2002), who evaluated some of these models from the perspective of their efficacy as prediction models and their role within the greater context of talent development. An associated problem with reviewing these models is the sheer abundance of information, since these studies reviewed twelve models (du Randt & Headley, 1992b) and ten models (Régnier et al., 1993) respectively. As a consequence, guidance has been taken from the subsequent studies of Hare (1999), Spamer (1999) and Booysen (2002) who focused on five specific models. According to this guidance then, the models included in this section are those of Gimbel (1976), Harre (1982), Havlicek et al. (1982), Bompa (1985) and Régnier (1987). Therefore, from the perspective of the talent identification models in this review, the basis and bulk of the discussion will be provided by du Randt and Headley (1992b) and Régnier et al. (1993), with further contribution from the other studies mentioned. As an introduction to the analysis of the models in this section, the first step is to provide a description of the methods used to establish these models. Historically, there are two main methods commonly used by researchers in establishing these models, i.e.: the so-called “top down” approach and the “bottom-up” approach (Régnier et al., 1993; Spamer, 1999; Booysen, 2002). a) The “top down’” approach (also known as the devertical approach) is reliant on conventional science and accepted scientific methods of empirical data collection (Régnier et al., 1993; Hare, 1999; Spamer, 1999; Booysen, 2002). Associated with this approach are two of the more common research methods, i.e.: univariate studies (also known as single variable studies) and multivariate studies (also known as multivariable studies) (Régnier et al., 1993; Spamer, 1999; Booysen, 2002). The obvious disadvantage with univariate or a single variable studies is that only one variable is analysed when comparing talented versus less talented participants, and this approach is clearly insufficient. Multivariable studies eliminate the problems associated with single variable studies by analysing multiple variables and their impact on performance. Through multivariate analysis, the interactions between variables can be examined, as well as the relative impact of these variables on performance. This also allows for a proper statistical analysis of the variables under consideration (Régnier et al., 1993; Spamer, 1999; Booysen, 2002). A common example of this kind of study is where talented and less talented sample groups are chosen and then measured according to variables such as sport-skill, physiology, morphology and others (Spamer, 1999; Booysen, 2002), with a subsequent discriminant analysis performed on the variables to determine if these do in fact distinguish between the more and less able participants (Régnier et al., 1993). Régnier et al.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to perceived barriers to talent identification among undergraduates in the university of Ibadan
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on perceived barriers to talent identification among undergraduates in the university of Ibadan. 200 staff of University of Ibadan was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on perceived barriers to talent identification among undergraduates in the University of Ibadan. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of barriers to talent identification among undergraduates in the University of Ibadan
Summary
This study was on perceived barriers to talent identification among undergraduates in the University of Ibadan. Three objectives were raised which included: To ascertain the relationship between academic activities and talents identification among undergraduate in university of Ibadan, to ascertain the barriers to talent identification among undergraduates in university of Ibadan and to ascertain the important of talent identification among undergraduates. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of university of Ibadan. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made heads of department, senior lecturers, junior lecturers and graduate assistants were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Barriers to talents identification and inclusion of gifted student are linked to lack of proper training of education professionals. The comprehension about gifted student’s needs can help many lecture to prepare efficient teaching strategies that foster creativity of this student and awaken his/her curiosity and his/her desire to learn (Piske, 2015). From the moment that this student is identified, there will be possibilities of being sent to specialized service so that special needs are attended. It is notorious that it is not enough to identify a gifted student. Besides being identified, it is essential that the school has full inclusion measures for this student, and offers teaching that can instigate his/her imagination and creativity. Stoltz (2016) explains that imagination allows the experience of totality, in a world that has lost the dimension of the whole and it is lost in the fragmentation of existence without finding way out unless the emptiness and nothingness. The author explains that several studies claim the need for imagination development in education, but few studies offer resources for this development.
Recommendation
Government should make sports compulsory university for easy identification of talents
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