The effects of acceleration on gifted learners' academic achievement and social-emotional development: a meta-analysis

In this study, an investigation was carried out to explore the effects of acceleration on gifted learners' academic achievement and social-emotional development. Empirical research findings related to the effects of acceleration on gifted learners' academic achievement and social-emotional development were synthesized using meta-analysis procedures. The analysis of research findings related to treatment effectiveness was carried out with CMA software. A total of 54 studies from international literature conducted between 1984-2016 were included. Hedges g was used as the main effect size index. Analyses were performed using random effects model with the assumption of the idea that the effects vary across different interventions, sample size and subjects. In terms of academic achievement and social-emotional development effects, the findings of this meta-analysis are consistent with the conclusions of previous meta-analysis results. It is suggested that the effects of acceleration on gifted learners' academic achievement and social-emotional development are noticeably positive. The results of the meta-analysis revealed that acceleration is an effective strategy in gifted education. Keywords: Gifted students, Acceleration in education, Meta-analysis, Academic achievement, Social-emotional development