A comparison study of student attitudes and perceptions in homogeneous and heterogeneous classrooms

Abstract

Despite arguments advocating mainstreaming and heterogeneous grouping as the best option for most, if not all students, the findings of this study suggest that homogeneous classes may serve the needs of academically talented and gifted students without detrimental effects to other students served in heterogeneous classrooms. The researcher compared a number of different measures for fifth and eighth grade students in both types of classrooms. These measures included student academic achievement as well as students’ perceptions of themselves as learners, of their school experience, and of their teachers’ behaviors and attitudes. Anticipated differences in academic achievement, consistent with initial placement criteria, were found. Statistically significant differences were identified for students’ perceptions of teachers’ behaviors and attitudes, but the anticipated differences in students’ attitudes towards themselves and their school experiences were not present.