Results

1. What is your talent?

14

12

10

0
g g ts ng g al hy es
n cin ngin por wi ctin pati ap am
Si a A r g
Da S
Dr S
llig o
Ca ide
V

2. Where did you discover your talent?

25

20

15

10

0
Place Others
3. When did you discover your talent?

14

12

10

0
Age Year Not Sure

4. Are you being supported by your parents?

25

20

15

10

0
Yes No
5. Is there any talent you want to learn?

20
18
16
14
12
10
8
6
4
2
0
Yes No

6. What will you do to improve your talent?

20
18
16
14
12
10
8
6
4
2
0
Practice Others
 Chapter 4

Data Collection

The researchers will start data collection by acquiring the permission from class

advisers to distinguish and conduct study from the students of the school. Upon given

permission, the researcher will start the study and survey.

 Chapter 2

Related Study/Review of Related Literature

This article by Nicholas Colangelo and David Dettmann discusses the

importance of involved parent and family relationships in the lives of gifted children. It

describes the family environments of the children in the study as well as the types of

things these families do together. The article stresses that not enough research has

been done in this area, and that it is important for these relationships to be strong and

active.

In a report to Congress, Commissioner of Education Sydney P. Marland (1972)

noted that the most neglected minority in American education was that group of

youngsters identified as gifted. Thus, parents of gifted children face the probable

situation that their child will be in an educational environment not appropriate to his or

her needs. It would seem reasonable to assume that parents aware of this possibility

would become apprehensive about the kind of education their gifted child will receive.

It would be a misinterpretation of the research on gifted children to state that

gifted children are typically a problem to a family. This is simply not true. However, it is

also misleading to assume that gifted children do not present unique challenges and
problems to a family. This section is a summary of some of those unique problems that

families with a gifted child encounter.

Family Problems with Gifted Children

It has been acknowledged that the presence of a gifted child can create special

problems for a family (Bridges, 1973; Ross, 1964). Ross (1964) noted that the child-

rearing behavior of parents is usually derived from the model of the '' normal" child.

When the child does not conform to the expectations for a "normal" child, parents often

have a difficult time coping with the child. For example, parents may fear that, because

their child is "different," the child may become socially maladjusted (Bridges, 1973).

Also, a gifted child can elicit feelings of inadequacy in parents. This may happen in two

ways: Parents may feel that they are not prepared to provide the emotional support for a

"different" child (Bridges, 1973), or parents may feel that they cannot provide the

educational resources or intellectual stimulation needed to help the gifted child develop

his or her unique abilities (Bridges, 1973; Ross, 1964). Sometimes parents have felt so

threatened by the ability and uniqueness of their gifted child that they have found it

easier to ignore or reject the uniqueness of that child (Laycock, 1951-52). However,

Bridges (1973) also found that parents may become excited because a bright child can

be a step up in socioeconomic status. This becomes a problem only when parents have

inordinate expectations about their child's achievement. Ross (1964) stated that the

difference between the intellectual capacity of the gifted child and other family members

will determine the degree of the problem for those children and their parents. In
addition, "the discrepancy between the intellectual and social-emotional development of

the gifted child often creates stress for the child and parents alike" (Ross, p. 160).

Achievement and Underachievement

In a recent book of readings on the education of gifted children, editors Gowan,

Khatena, and Torrance (1979) introduced the chapter on guidance by explaining why

they omitted the topic of underachievement. Their reasons for not treating the

underachievement issue were that the studies on underachievement have not been

fruitful, that attempts to work with underachieving children through guidance procedures

hay been, by and large, unsuccessful, and that most authors "fail to distinguish

guidance for the gifted from ordinary procedures" (p. 165). However, parents have

continued to express concern and questions about the "parental effects" in the

underachievement issue. In addition to to feelings of personal responsibility for the

gifted child's success, parents also hear from the researchers and authors in the field

that specializes in gifted children that, indeed, parental attitudes and relationships are

very important in affecting their children's academic performance (McGilliviary, 1964). In

reviewing this literature it became readily apparent that Gowan et al. (1979) were

correct in their appraisal of the situation. There are no easy answers to the questions

parents frequently raise: Why is my gifted child not doing well? Is it my fault? and so on.

The various opinions regarding the underachievement issue are briefly summarized in

what follows.
Parents and Schools

In the review of the literature, it was noted that some parents do want to help with

the educational planning, especially vocational, for their gifted child (Henjum & Rothney,

1969; Kroth, 1975). Parents also indicated that they wanted more counseling about their

children, as well as information on teaching methods so that they can supplement the

schools {Malone, 1975). Of particular interest here is that Endicott (1961) found that

parents were more helpful than counselors and teachers in determining vocational and

educational plans for their children. Thus, cooperation between the school and home is

very important because close cooperation between parents, peers, school, and

community will foster the gifted child's talents (Freehill, 1961; Laycock; 1968), Parents

can help in the guidance role by helping with time budgeting, getting a weekly report

from the school, and discussing school issues regularly with the child (Endicott, 1961).

A more complete summary of the relationships between parents and schools regarding

appropriate educational provisions for gifted youngsters has been reported by Dettmann

and Colangelo (1980).

In summarizing our review we wish to make the following points:

1. There is a great need to do more experimental research and to replicate studies

concerning parent and gifted child interaction.

2. Parents can play an important role in the identification and educational development

of their gifted children.

3. Parents, in general, are confused about their own gifted children. This confusion

results from being unprepared to raise an "exceptional" child and from having

insufficient knowledge on the nature of giftedness and creativity.

4. Parents are uncertain about their role with the schools. It seems the most promising

practices occurred when parents became more active partners with the school.

5. Characteristics of achievement and creativity seem to be related to specific

characteristics of parents and the home environment.

6. Gifted children pose challenges and problems to parents that are different from those

of other children. Our review indicated that educators are not always aware of these

possibilities and have not provided parents specific direction for dealing with them.
 Acknowledgement

I, the researcher, would like to thank all who contributed in the completion of this

thesis. First, I gave thanks to God for protection and ability to do work.

I would like to express my sincere gratitude to our principal Mr. Elezardo S.

Kasilag, for helping me in completion of my thesis documentation and for giving me a

great deal motivation which lifted my confidence up.

I am also deeply thankful to my class adviser Ms. Judy Ann R. Nadala for

providing me ideas and for teaching me to see things critical and logical way throughout

the development of this project.

Furthermore, I am grateful to our panelists, for their time and cooperation. It is a great

privilege to work with them.

And of course, this work would have not been possible without love, support and

encouragement of my family who always looking after me.

 Chapter 5

Conclusion

After the sudy, the researcher found out that most of the students in SNS are

talented. Their talents are singing, dancing, playing sports; others are good at

handwriting like calligraphy and drawing.

 Bibliography

Howe, Michael J. A., & Davidson J. W., & Sloboda, J. A. (1998 in press) Innate Talents:

Reality Or Myth. Retrieved from http://cogprints.org/656/1/innate.htm

Colangelo, N., Dettmann, D. F. (1983) A review of research on parents and families of

gifted children. Retrieved from

https://www.davidsongifted.org/Search-Database/entry/A10198

What exactly does talent mean? (2013). Retrieved from

https://www.quora.com/What-exactly-does-talent-mean

What is Gifted? (2007). Retrieved from https://summitcenter.us/about/what-is-gifted/

Definition of skills (2016). Retrieved from https://www.thefreedictionary.com/skill

Definition of accomplishment (2016). Retrieved from

https://www.thefreedictionary.com/accomplishment
 Definition of Terms

The term skill denotes great ability in doing or performing that is attached

especially by study or practice.

The term talent refers to both things “giftedness” in regards to a certain skill, but

also just plain old proficiency with certain skills, whether they were gifts of products of

hard work.

The term gifted means that an individual advanced abilities in one or more of the

following domains.

The term accomplishment something carried out or completed successfully; an

achievement.