The relationship between perception and academic achievement of teenage pupils in the Gifted Education Programme (GEP) in Singapore
This study hypothesizes that intellectually gifted adolescents in the Gifted Education Programme (GEP) in Singapore who had greater preference for perception would tend to perform less well academically owing to an inability to focus and a tendency to be easily distracted by elements in the classroom environment. Subjects were all secondary one GEP pupils in three independent schools (N=239). Academic performance was captured in terms of overall end-of-year examination results. Results of linear regression indicate a significant but negative correlation between academic achievement and perception scores. Implications of the study, together with contributions from teachers of the subjects, are discussed with respect to the perceptive trait of the gifted pupils.