The Effectiveness of Individualized Learning on the Creativity of Gifted and Talented Students: A Meta-Analysis

This study presents a comprehensive meta-analysis examining the effect of individualized learning on the creativity of gifted and talented students, synthesizing 21 empirical studies published between 2000 and 2024. In this respect, it constitutes one of the most recent and extensive quantitative reviews conducted in the field.
Using a random-effects model, the findings demonstrate that individualized learning has a strong and significant effect on creativity (g=1.084, 95% CI [.898, 1.269], p<.01). The results further indicate that publication type and the specific form of individualized learning are significant moderators, whereas educational level, intervention duration, research design, subject area, and sample size show no significant differences. These outcomes highlight the critical role of individualized learning practices in supporting gifted students’ creative potential and suggest that the magnitude of this effect remains robust across diverse contextual variables.

The study offers a comprehensive literature review, a systematic coding process, methodological transparency, and a theoretical framework aligned with contemporary perspectives on the multidimensional nature of creativity. Methodological limitations, such as indicators of publication bias, limited sample sizes in certain subgroups, and the underrepresentation of specific subject areas, are also discussed transparently.
The primary contribution of this meta-analysis lies in quantitatively demonstrating the impact of individualized learning on enhancing creativity among gifted students and providing evidence-based implications for teacher education, curriculum development, and educational policy.