The Effectiveness of a Training Program Based on Tyler's Multiple Talents Model in Thinking and Decision-Making Skills

Abstract

This study aimed to assess the effectiveness of a training program, based on
Tyler's multiple talents model, in developing productive thinking and decisionmaking skills among a group of gifted students in Jordan. Using a pre-test and
post-test design complemented with a control group, 60 gifted students aged 12 to
15 years old were randomly assigned to either an experimental group (n = 30) or a
control group (n = 30). The experimental group received a training program of 12
sessions, each lasting 90 minutes, covering a variety of topics related to productive
thinking and decision-making, while the control group received no training. Using
a combination of descriptive and inferential statistics (means, standard deviations,
ANOVA, and t-tests) with a statistical significance threshold of α≤0.05, the results
showed the training program significantly enhanced the productive thinking and
decision-making skills of the gifted students in the experimental group, as
evidenced by improvements in their scores on the Torrance Tests of Creative
Thinking and the Decision-Making Questionnaire, while the control group showed
no significant improvements. These findings suggest that talent development
programs, focusing on a broad range of skills and abilities, can effectively improve
the productive thinking and decision-making skills of gifted students. The study's
implications extend to educators and practitioners working with gifted students
and the wider educational system in Jordan, indicating that targeted interventions
can be effective in skill enhancement of gifted students, positioning talent
development programs as a promising support method within the Jordanian
educational context.