The Impact of SOLO Taxonomy-Based Physics Instruction on Gifted Students in Lyceums

Abstract

This study investigates the effectiveness of physics instruction based on the Structure of Observed Learning Outcomes (SOLO) taxonomy in enhancing the academic performance of gifted eighth-grade students in lyceums. A quasi-experimental design with pre-test and post-test measures was employed, involving two groups: an experimental group (n = 19) taught using SOLO taxonomy-based lessons, and a control group (n = 19) taught via traditional methods. The instructional unit focused on the topic “Electric Current Work and Power.” Pre- and post-test assessments were conducted using a researcher-designed instrument aligned with SOLO cognitive levels. Data analysis revealed a statistically significant improvement in both groups; however, the experimental group demonstrated substantially higher gains (M = 90.37, SD = 4.34) compared to the control group (M = 79.59, SD = 4,58). Normality was verified using the Shapiro–Wilk test, and group differences were analyzed via independent t-test and Mann–Whitney U test where applicable. The effect size in the experimental group (r = 0.85) indicated a strong impact of the SOLO-based instruction. The findings provide empirical support for the SOLO taxonomy as a powerful framework to promote deep learning and critical thinking in physics education, especially for advanced learners.