The Effects of Homogeneous Grouping on Gifted Students: A Systematic Literature Review

Abstract

Introduction: Homogeneous grouping strategies are among the basic interventions for gifted education. Although the academic advantages of these interventions have been frequently documented, concerns about their possible psycho-social negative effects can sometimes lead to cautious approaches to their implementation. In this regard, the main objective of the present study was determined as examining the relationship between homogeneous grouping strategies and the academic and psycho-social characteristics of gifted students. Method: The current study is a systematic literature review. Empirical resources investigating the effects of grouping strategies implemented in the formal education processes of gifted students were included in the study. Either gifted students of compulsory education age (primary, secondary, and high school) or gifted individuals whose experiences at compulsory education age were focused on were the participants of the included studies. Eighteen studies identified in line with the inclusion criteria were included in the systematic literature review. The effects of homogeneous grouping were examined under the themes of academic effects and psycho-social effects. Findings: The findings of the systematic literature review demonstrate that implementing homogeneous grouping strategies in gifted education has academically positive but psycho-socially complex (positive and/or negative or neutral) effects. Discussion: The fact that educational arrangements for characteristics that differentiate gifted students from their peers are associated with positive academic outcomes is consistent with the relevant literature. The psycho-social effects of the homogeneous grouping of gifted students are usually related to self-concept, and most of the research findings included are consistent with the big fish-little pond effect.