STUDENT SATISFACTION AMONG FIRST-YEAR STUDENTS AT A COMPREHENSIVE SCHOOL

Abstract

This study examines the satisfaction of 100 students with high intellectual giftedness after their first year in a full-time grouping model at the Educational Center for High Capacities (CEPAC). Using a pre-experimental design, the researchers contrasted the students' initial expectations with their actual experience, confirming a significant increase in satisfaction across all school grades. The results demonstrate that this model not only meets academic demands by offering more interesting activities and deeper learning, but also fosters socio-emotional well-being by allowing students to improve their self-expression and establish meaningful bonds with similar peers. In conclusion, the program exceeds student expectations, supporting the effectiveness of full-time grouping to enhance the holistic development and school satisfaction of this population.