Enhancing the identification of gifted students in schools in Sri Lanka: a dual framework utilizing teacher and parent nominations along with raven's matrices

The realm of gifted education has emerged as a salient area of focus within the global educational discourse, underpinned by its capacity to foster high-achieving individuals who can substantially contribute to social advancement. A persistent challenge in this domain is the precise and equitable identification of gifted children, particularly within culturally diverse and resource-limited contexts such as Sri Lanka. Traditional intelligence assessments frequently fall short in encapsulating the multifaceted nature of giftedness and may demonstrate cultural or linguistic partiality. The present study seeks to explore an innovative methodological approach to address this issue by amalgamating standardized and culturally sensitive instruments. Employing a Survey quantitative research methodology, the study scrutinized a cohort of 102 students aged 12 to 14, identified as gifted from the Western and Sabaragamuwa provinces of Sri Lanka. The initial phase of identification involved the utilization of Teacher and Parent Nomination Forms (TPNFs), which serve as a contextually relevant tool to evaluate intellectual, technical, and interpersonal competencies. This subjective measure was corroborated by the administration of Raven’s Standard Progressive Matrices (RSPM), a non-verbal intelligence test that has established a robust reputation for reliability (Cronbach’s α = 0.71) and cross-cultural applicability. Students who secured a score at or above the 95th percentile on the RSPM formed the final cohort. The study’s outcomes substantiate the efficacy of a dual-method approach, integrating subjective nominations with objective cognitive assessments, to reliably pinpoint gifted learners. This methodology not only mitigates potential biases but also captures a more comprehensive spectrum of talents, thereby adhering to the international benchmarks of best practices in gifted education. The research yields pivotal insights for educational practitioners and policymakers aiming to construct inclusive and empirically grounded identification frameworks that resonate with the nuances of Sri Lanka’s educational milieu. Schools should use both teacher and parent nomination forms along with standardized tests like the Raven's Progressive Matrices to identify gifted students. This two-step process helps find more gifted children fairly and reduces bias in selection.