Effect of homogenous and heterogeneous ability grouping class teaching on students interest, attitude and achievement in integrated science

Abstract

The study investigated the effect of homogeneous ability level grouping class teaching and heterogeneous ability class teaching on students’ learning outcome in Integrated Science. The sample comprised 60 students in the junior secondary school class 3 randomly selected from 2 schools. In each school, 30 students comprising 15 males and 15 females were selected through stratified random sampling technique. The students were assigned to 3 ability levels of high, average and low using a numerical/word knowledge instrument. 10 students were also selected through purposive sampling technique to each level. Each of the school served as experimental study for homogeneous and heterogeneous ability level grouping class respectively. Four instruments namely achievement test in integrated science (ATIS), science oriented attitudinal scale (SOAS) and science vocational interest inventory (SVII) and students’ questionnaire on preference for grouping types were used to collect data for the study. Two general research questions and three hypotheses were raised, tested and analyzed using measurement of central tendency, mean, standard deviation and t-test statistics. The results show that homogeneous ability level grouping is superior for promoting students learning outcome. The reported change in the attitude and interest of the students is in favour of the homogeneous ability grouping class teaching. Recommendations were made based on the findings. Key words: Attitude, stigmatized, achievement, homogenous class, heterogeneous class, gifted students.