The effectiveness of an X (Twitter)-platform-based educational model in supporting the learning of gifted students in mathematics by employing connectivism learning theory

This study aims to investigate the effectiveness of an educational model based on the X (Twitter)-platform in supporting the learning of gifted students in mathematics. The study employs the theory of communicative learning, which emphasizes interactive and collaborative learning experiences that facilitate deeper understanding and engagement among students. An experimental method was utilized, involving two groups: an experimental group that participated in the educational program using the X (Twitter)-platform and a control group that followed traditional learning methods. A mathematics test was administered to 101 gifted male and female students to measure their learning outcomes and compare the effectiveness of the intervention. The findings of the study revealed significant differences between the two groups, with the experimental group demonstrating superior performance compared to the control group. Interestingly, the results also indicated that female students excelled more than their male counterparts within the experimental group. This suggests that the innovative use of social media platforms like X (Twitter)-platform, combined with the principles of communicative learning, may create a more inclusive and engaging environment that particularly supports female learners in mathematics. Based on these findings, the study recommends that faculty members incorporate interactive platforms, tools, and activities into their teaching practices to enhance the learning environment. Enriching mathematics education with dynamic and engaging methods can foster greater student participation and motivation, ultimately improving learning outcomes for all students. Educators are also encouraged to focus on developing activities that bridge theoretical knowledge with practical applications, ensuring that gifted students gain a deeper and more meaningful understanding of mathematical concepts.