Homogeneous Ability Grouping Research Articles

Investigating the Knowledge Co-Construction Process in Homogeneous Ability Groups during Computational Lab Activities in Financial Mathematics

Inclusive computational practices are increasingly being employed to enrich knowledge and facilitate sensemaking in STEM education. Embedding computational activities in Computer-Supported Collaborative Learning environments can enhance students’ experiences. This study aimed to investigate the knowledge co-construction process within tailored student-led computational lab activities designed for a Computational Finance module. In particular, this study focused on the analysis of the effects of different lab practices and of group composition on knowledge co-construction. The groups designed for the lab activities were internally homogenous in terms of student ability. The sample consisted of 396 answers to a weekly survey filled out by all 50 of the undergraduate students who attended the module during the AY 2020/2021. The qualitative analysis relied on an adapted version of the Interaction Analysis Model designed by Gunawardena and colleagues for collaborative knowledge construction. Quantitative analyses were then conducted to study how the different lab practices and the composition of the groups affected the interaction. The findings revealed that, although the lower phases were the most prevalent, significant negotiations of meaning and discussions were activated, especially in tasks guiding towards sensemaking. Furthermore, the groups composed of lower-achieving students were the most engaged in negotiating and improving understanding as a result of the group interaction.

The manifestations of the practice of within-class homogeneous ability grouping

Background: This article casts the analytical spotlight on the practice of within-class homogeneous (same) ability grouping where learners are placed in small groups for instruction based on their perceived performances, reading levels and interest. Very few studies have focused on within-class ability grouping, especially in a South African context, where this homogeneous style within-class grouping is the dominant practice in Grade 1 classrooms, despite literature’s cautions against its continuous use.Aim: This article aims to address the following questions: what are the manifestations of the practice of within-class homogeneous ability grouping, and how does it account for learner achievement levels in Grade 1 classrooms?Setting: A total of 12 Grade 1 learners, in relation to their teachers and their principals, from three selected public schools in the Western Cape, were interviewed and observed within a classroom setting. Bourdieu’s work is used to explain the interiority and exteriority of social relations, how practice gets internalised and embodied on the inside, and manifested in various ways on the outside.Methods: This empirical exploration used the qualitative-interpretive paradigm and followed a multiple case study approach where 6-year-old Grade 1 learners were observed and analysed.Results: The results show differential treatment of groups and the labelling of learners, which gets internalised constituting particular learner dispositions and resulting in learner agency. Furthermore, it shows how learner agency is being informed and constituted in ways that affect their educational outcomes in profound ways.Conclusion: The author argues that by placing children in groups based on their perceived ability results in the children gaining differential learner experiences and ultimately attaining differential learner achievement levels. In other words, it creates differential environments within the same classroom enabling some to outshine while disabling others.

The Effects of Ability Grouping on Kindergarten Students’ ReadingAchievement

The number of elementary students in the United States reading at a proficient level is significantly low. Elementary schools in the United States need to increase the number of students reading at the proficient level in order to move towards success in other subject areas, raise graduation rates, increase economic opportunities, and boost the likelihood of favorable long term health. Foundational reading skills, beginning in kindergarten, are an early predictor of future reading proficiency. Homogeneous ability grouping is one instructional strategy that can help students master foundational reading skills. Ability grouping is an educational practice that can be used with all students. Few studies exist in the research involving American kindergarten students' participation in homogeneous ability groups. This research seeks to fill that gap by testing the effects of ability grouping on kindergarten students' reading achievement. This study utilized an AB research design over the course of 12 weeks in a kindergarten classroom. In this study, all 24 students in the kindergarten class completed the FAST one-minute letter sound fluency assessment, Form 1, to establish a baseline score. The students received six weeks of foundational skills instruction during the baseline phase. During the intervention phase, the students spent six weeks engaged in homogeneous ability groups. It was hypothesized that kindergarten students who participated in an ability-grouped intervention in the area of reading would make greater gains in letter sound fluency than when not participating in a homogeneous ability-grouped intervention. A dependent samples t-test and subsequent analysis of the results did not support this hypothesis.

Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study

Schools in Norway often emphasize heterogeneous groups in education. The postulated negative effects of homogeneous ability groups on motivation and academic self-concept have long been debated. This study uses semi-structured interviews to investigate how a group of 11 accelerated and ability-grouped high-ability students (gifted) in math have experienced school. All students were interviewed individually. This study explores categories connected to the students’ motivation for the subject, challenges in school, peer and teacher relationships, and academic self-concept. The aim of the study is to investigate whether the school system is able to provide an adequate learning environment for high-ability students, both in ordinary class and in ability groups. The findings show that although some of the needs of high-ability students in Norway are being met, there is much work to be done before an optimal learning environment is established for these students. For example, students do not receive sufficient challenges in math. Furthermore, teachers in the early years of school lack sufficient mathematical knowledge to challenge and support mathematically gifted students, students’ motivation for the subject is lower than expected, and boys’ self-concept seems to be higher than that of girls.

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

This systematic review gives an overview of the effects of differentiation practices on language and math performance in primary education, synthesizing the results of empirical studies (n = 21) on this topic since 1995. We extracted 78 effect sizes from the included studies. We found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive effects on students’ performance. Between- or within-class homogeneous ability grouping had a small negative effect on low-ability students, but no effect on others. The finding that computer technology can be a useful tool to facilitate differentiated instruction is not covered in earlier reviews. Moreover, our findings emphasize that homogeneous ability grouping alone is not enough to guarantee differentiated instruction. This stresses the importance of embedding differentiation practices in a broader educational context.

Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension

Small-group, text-based discussions are a prominent and effective instructional practice, but the literature on the effects of different group composition methods (i.e., homogeneous vs. heterogeneous ability grouping) has been inconclusive with few direct comparisons of the two grouping methods. A yearlong classroom-based intervention was conducted to examine the ways in which group composition influenced students’ discourse and comprehension. Fourth- and fifth-grade students (N=62) were randomly assigned to either a homogeneous or heterogeneous ability small-group discussion. All students engaged in Quality Talk, a theoretically- and empirically-supported intervention using small-group discussion to promote high-level comprehension. Multilevel modeling revealed that, on average, students displayed positive, statistically and practically significant gains in both basic and high-level comprehension performance over the course of Quality Talk. Further, our findings indicated heterogeneous ability grouping was more beneficial than homogeneous ability grouping for high-level comprehension, on average, with low-ability students struggling more in homogeneous grouping. With respect to student discourse, additional quantitative and qualitative analyses revealed group composition differences in terms of the frequency, duration, and quality of student questions and responses, as well as the types of discourse low-ability students enacted in homogeneous groups. This study expands upon the extant literature and informs future research and practice on group composition methods.

A Comparative Study of the Awareness of Students and Teachers on Homogeneous Ability Grouping in English Class.

A Comparative Study of the Awareness of Students and Teachers on Homogeneous Ability Grouping in English Class.

Differential Effects of Literacy Instruction Time and Homogeneous Ability Grouping in Kindergarten Classrooms

This study challenges the belief that homogeneous ability grouping benefits high-ability students in cognitive and social-emotional development at the expense of their low-ability peers. From a developmental point of view, the authors hypothesize that homogeneous grouping may improve the learning behaviors and may benefit the literacy learning of kindergartners at all ability levels through adaptive instruction under adequate instructional time. The benefits are expected to be more evident for medium- and low-ability children than for high-ability children. However, when instructional time is limited, low-ability children may suffer from high-intensity grouping, defined as grouping taking up a large proportion of instructional time. The authors also examine whether low-ability kindergartners develop lower self-esteem as a result of homogeneous grouping. Analyzing Early Childhood Longitudinal Study kindergarten cohort data, the authors find no overall advantage of homogeneous grouping for high-ability students. For medium-ability students’ literacy growth, homogeneous grouping appears to be optimal when teachers spend more than 1 hour per day on literacy instruction; high-intensity grouping shows additional advantage for improving these students’ general learning behaviors. For low-ability kindergartners, homogeneous grouping with ample instruction time seems to improve their general learning behaviors, whereas low-intensity grouping with ample instruction time seems to reduce internalizing problem behaviors. Yet for low-ability students’ literacy growth, a detrimental effect of high-intensity grouping is found when instructional time is limited. These findings contradict results from past research and have important implications for educational theories and practice.

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

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.

Introduction: Measuring Instruction

Introduction: Measuring Instruction

Learning to read in composite (multigrade) classes in New Zealand: teachers make the difference

This study examined why students in composite, as compared to single-year, classes in New Zealand elementary schools show slightly lower reading performance. Using a multiple case study design, we compared the ranges of students’ reading abilities and the nature of teachers’ groupings, as well as other aspects of instruction, in pairs of composite and single-year classes drawn from each of nine elementary schools. Contrary to our expectations, we found little evidence of a greater range of abilities in composite than in single-year classes, little evidence of less homogeneous ability groups for reading in composite classes, and little evidence that teachers of composite classes had difficulty catering for the needs of individual students. Composite classes do not appear to contribute to lower achievement, at least as far as reading is concerned. Whether a class is composite or single-year matters less than the nature and quality of instruction in the classroom, whatever the within-class variability in achievement.

Small-group composition and peer effects

This paper reviews research on grouping of students within classes and its effects on learning. Primary consideration is given to grouping and mixing students by ability, though consideration is also given to grouping and mixing students by ethnicity and gender as well as to research on the effects of group size. Results of meta-analyses of grouping show a small but meaningful advantage of forming students into groups for instruction as compared to using whole-class instruction. In teacher-led, homogeneous ability groups, peer effects result from the normative environment to the extent that peers contribute to norms for behavior, constructed through cycles of reciprocal teacher–student interaction. In peer-led, heterogeneous ability groups, peer effects stem directly from group interactions and discourse among students that lead to cognitive restructuring, cognitive rehearsal, problem solving, and other forms of higher-level thinking. Similarly, in groups of different ethnic and gender composition, peer effects stem from interactions among students according to their perceived status and relative influence within the groups. We argue that these peer influences interact with instructional processes to mediate the effects of group composition on students’ learning.

How Group Composition Influenced the Achievement of Sixth-Grade Mathematics Students

This article reports on the achievement of 177 sixth-grade mathematics students who were studied during 2 consecutive years at a suburban elementary school in Maryland. The purpose of the study was to determine whether learning and achievement were optimal in heterogeneous or in homogeneous ability groups. In particular, the following research questions were explored: Do heterogeneous and homogeneous small groups differ in mathematics achievement? What influence does group composition have on student interactions in these groups? To answer these questions the students' performance on the Maryland Functional Mathematics Test (MFMT-I; Maryland State Department of Education, 1982) was compared before and after they participated in a year of thematic mathematics activities. The MFMT-I posttest scores were analyzed using the fall pretest as the covariate. The results show a significant difference, F(1, 153) = 6.083, p < .05, between the posttest scores of the 1995 to 1996 heterogeneous cohort (M = 353.73) and the 1996 to 1997 homogeneous cohort (M = 336.91). However, qualitative analysis of transcript data shows that the amount and quality of student interactions may be influenced more by group cohesiveness than group composition.

Intellectual Contributions and Mutual Support among Developmentally Advanced Children in Homogeneous and Heterogeneous Work/Discussion Groups

To investigate previous claims that close association among gifted children provides them with the intellectual stimulation and socioaffective support they need, 32 eighth grade students (18 males and 14 females), divided according to their educational program placement, were observed working on various tasks in either homogeneous or heterogeneous ability groups. Homogeneously congregated gifted children in a self-contained program exchanged constructive types of knowledge and prosocial feedback significantly more frequently than either homogeneously grouped nonidentified students or heterogeneously mixed gifted and nonidentified youth. Gifted children within the mixed group tended to congregate among themselves; they varied widely in the frequency and nature of their interactions with nonidentified group mates.

The Efficacy of Mood State Profiling with Elite Performers: A Review and Synthesis

Research into the relationship between mood profiles and athletic performance has produced equivocal results. It appears that athletic populations tend to show more positive mood profiles than the general population, but that mood profiles are ineffective in differentiating between athletes of varying achievement levels. POMS appears to have greater discriminatory power among homogeneous ability groups in terms of differentiating between successful and unsuccessful performances. In this paper, a number of conditions that increase the predictive capability of preperformance mood profiling are proposed. In addition, measurement issues, factors influencing crosssectional and intraindividual comparisons, and proposed uses of mood profiling among elite performers are discussed. It is concluded that further research is required to fully understand how intraindividual mood fluctuations influence athletic performance, and to understand the impact of preperformance and intraperformance mood trends upon performance.

Effects of Ability Grouping on Academic Achievement and Self-Concept of African-American and White Students

persist. A great deal of sentiment and research, both pro and con, about the merits of ability grouping are recorded in the literature (Noland and Taylor 1986). Though recent syntheses and reviews of past research criticize many research designs and do not support the practice of ability grouping in increasing academic achievement (Drahozol and Hanna 1978; Epstein 1980; Esposito 1971; Kirp and Youdof 1974; Nevi 1987; Persell 1976; Slavin 1987, 1988, 1990), the average educator seems to be convinced of its merits. For this reason, the practice of ability grouping continues throughout the United States (Glickman 1991). Theoretically, the homogeneous ability grouping of students for instruction should help reduce the wide range of variability in instructional classes and permit teachers to work more effectively with groups of children nearly equivalent in academic abilities. Achievement testing is the major tool for assigning ability levels. Because test scores tend to be different for students along lines of race and social class (Epstein 1980; Hawley 1981; Oakes 1985; Rossell et al. 1981), one unfortunate side effect of ability grouping has been the concentration of African-American students into

The Formation and Stability of Instructional Groups

This paper argues that structural and organizationalfactors affect the formation and stability of ability groups in an elementary classroom which in turn affect growth in academic achievement. Empirical evidencefrom reading and mathematics groups in a sample of 48 classes shows that structural constraints deter the creation of small, homogeneous ability groups for instructional purposes. Ability groups are found to be fairly large in size and stable over the school year. Ability grouping is seen to increase the variance in the achievement distribution of a class, implying greater inequality in educational attainment in grouped classes.

An Examination of Ability Grouping for Reading Instruction

MANY SCHOOL CHILDREN'S reading experiences occur almost exclusively within the context of homogeneous ability groups. The intent of this paper was to review what is known about the nature of processes within reading groups of different ability levels and the effects of these processes on children's reading development. A process-product model of classroom learning that emphasizes the instructional and social dimensions of learning contexts provided the framework for this examination. Finally, as a guide for future research and theory development, the paper presents a perspective on instructional-social contexts for reading instruction. This perspective emphasizes the need for identifying the role of different contexts in furthering various aspects of reading proficiency in children who vary in learning aptitudes.

The Effects of Ability Grouping upon Achievement in Eleventh Grade American History

The basic assumption which nurtures the controversial practice of homogeneous ability grouping is that grouping students by some measure of ability reduces the range of learning differences, when compared with heterogeneous (random) grouping, and this narrowing of range aids the teaching and learning process. To test this assumption two cooperating high schools, one homogenously grouped and the other heterogeneously grouped, provided 120 matched pairs of Ss. The basic assumption was not upheld; heterogeneous students showed significantly greater achievement gain in 11th grade American history (q > .05), at all four levels of ability.

Homogeneous and Heterogeneous Ability Grouping: Principal Findings and Implications for Evaluating and Designing More Effective Educational Environments

Homogeneous and Heterogeneous Ability Grouping: Principal Findings and Implications for Evaluating and Designing More Effective Educational Environments