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Inconsistent performance by gifted students has been a source of frustration for both parents and educators for decades. Several studies on gifted under achievement point to a connection between student learning styles and classroom performance.This study examined the learning styles of gifted middle school students, student perceptions of the classroom environment, and possible connections between learning style, classroom environment, and achievement levels. Eighty gifted students from grades 6, 7 & 8 were administered the Learning Style Inventory (LSI) to identify student learning style preferences. They were also administered the Student Perception Inventory (SPI), developed for the study, in order to determine perceptions of these learning style elements in their classroom environments. Results indicated that the LSI elements of persistence and lighting correlated with achievement in all content areas. Additionally, correlations between higher grade point averages (GPA) and LSI preferences for responsibility and teacher motivation were found in science and math classes. Results of the SPI revealed a correlation between higher grade point averages in social studies and science classrooms and the following items: persistence; motivation; and auditory, tactile, and kinesthetic modalities. All subject areas showed a correlation between higher GPA and the students' perceived level of persistence. Putting the research to use: This study suggests that gifted middle school students should participate in many hands-on activities dealing with real-world problems. Because they have a high preference for tactile and kinesthetic learning activities, these students are more likely to remain motivated and engaged when they are active participants in the discovery process. Gifted students in this study also expressed preference for an informal seating design, which indicates a need for an environment that is flexible and allows students to change their seating based on the nature of the learning activity. These learning style preferences should be taken into consideration when designing programs for gifted students. This is especially true for gifted learners who are performing below their potential. This study also suggests that gifted students will achieve at higher levels when taught by informed teachers who are aware of their learning characteristics and needs. Teachers also need to look at their classrooms and determine how to alter the environment so that students will be more inclined to engage in the learning process. Administering a learning style inventory can provide teachers with valuable information so that learning can be maximized. While most gifted students achieve satisfactorily, many of them will not reach their potential unless the curriculum responds to their needs and stimulates their thinking.

Students learn new or difficult information most effectively when the classroom environment is compatible with their learning style preferences. Determining learning style preferences can be accomplished by administering the Learning Style Inventory (LSI). However, to understand compatibility with the classroom, an instrument that quantifies student perceptions of elements within the environment is essential. This paper describes development and field-testing of such an instrument--the Student Perception Inventory (SPI). The SPI was administered to 80 gifted middle school students and was found to provide useful student perception data. Information needed to improve learning environments for gifted learners, especially underachieving gifted students, was found when using the LSI in conjunction with the SPI.

A study involving 62 gifted students (grades 6-8) found many low-achievers (n=16) showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent. (Contains references.) (Author/CR)