The effect of the type of achievement grouping on students’ question generation in science

Kaya, Sibel

doi:10.1007/s13384-014-0164-x

Cited by 12 publications

(21 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The questions were coded as lower order or higher order, and compared between classrooms. Kaya (2015) found there were no significant differences between the two classrooms in the total number of questions, or the number of lower order and higher order questions. This shows that grouping students homogenously or heterogeneously had no effect on the amount or type of questions generated.…”

mentioning

confidence: 62%

“…Additionally, some ability groups may require more direction and training, resulting in groups receiving different amounts of instruction and attention. Some researchers also argue that low-achieving students are demotivated when placed in homogeneous groups, but are encouraged when placed with high-achieving students in heterogeneous groups (Kaya, 2015;Leonard, 2001). The evidence presented shows that researchers' opinions on ability grouping are inconsistent, varying from study to study.…”

Section: Amentioning

confidence: 99%

“…Within-class grouping was also investigated in a more recent study conducted by Kaya (2015), but with a focus on homogeneous groups compared to heterogeneous groups. The purpose of this study was to examine how the different types of achievement grouping had an effect on students' generation of questions in science (Kaya, 2015).…”

mentioning

confidence: 99%

“…The purpose of this study was to examine how the different types of achievement grouping had an effect on students' generation of questions in science (Kaya, 2015). Participants in this study included 46 fifth grade students from two classrooms with the same science teacher.…”

mentioning

confidence: 99%

“…Participants in this study included 46 fifth grade students from two classrooms with the same science teacher. Kaya (2015) chose a school in Turkey with average socioeconomic backgrounds and standardized test scores. Both classrooms had similar average achievement test scores.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Ability Grouping is on the Rise, but Should It Be?

Bolick¹,

Rogowsky²

2016

JEHD

View full text Add to dashboard Cite

Ability grouping is on the rise in American schools. Teachers engage in this classroom organizational strategy with the purpose of meeting individual learners' needs, improving student learning, and increasing test scores. However, there is opposition to ability grouping. Teachers who do not practice ability grouping often question its significance, believe it has a negative outcome on student achievement and self-concept, or prefer teaching whole-group instruction. This review of the research literature sought to determine the effectiveness of ability grouping on kindergarten through sixth grade students. Specifically, this review examined what ability grouping encompasses and the varying methods for implementing ability grouping at the elementary level. In addition, we investigated the effect of ability grouping on the academic achievement of advanced, on level, and below level elementary students. Finally, we explored how ability grouping influences the psychological and social welfare of young students.

show abstract

mentioning

confidence: 62%

Section: Amentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Ability Grouping is on the Rise, but Should It Be?

Bolick¹,

Rogowsky²

2016

JEHD

View full text Add to dashboard Cite

show abstract

The Enacted Curriculum—Students’ Perspectives of Good Mathematics Lessons in Singapore Secondary Schools

Lee

Kaur

Safii

2021

Mathematics Education – An Asian Perspective

View full text Add to dashboard Cite

The Equity of Class Ability Grouping Practices in Australian Education: Findings from a Survey in Western Australia and Queensland

Johnston,

Spooner-Lane,

Zhang

et al. 2024

Asia-Pacific Edu Res

View full text Add to dashboard Cite

Grouping students into separate classes according to their ‘ability’ is an inequitable practice that does not, overall, improve academic outcomes. Research has continued to show that class ability grouping widens the educational gap between students from disadvantaged and privileged backgrounds. PISA data analysis suggests that class ability grouping continues to be used in Australian schools, at least in Year 10. However, no research has characterized the existing class ability grouping practices being used in secondary schools from Years 7 to 9. The findings reported in this paper add quantitative evidence to the literature, showing that students are experiencing different class ability grouping practices according to their year group, subjects, and locations. An across-state survey about class ability grouping was conducted with respondents from 143 schools providing data about the schools’ class ability grouping practices. The findings reveal variations in how class grouping practices are used by schools in Australia that have been not captured in other research: Class ability grouping was activated differently in different schools, increased as students’ year levels increased, was most prevalent in Maths and English, and was used more extensively in Western Australia than in Queensland. The findings use descriptive statistics to show that students in Australia are experiencing different grouping practices, with discussion of how some practices are more inequitable than others. This raises questions about how the varied forms of class ability grouping that are being employed are contributing to educational inequalities in Australia and how future research can address this problem.

show abstract

The effect of the type of achievement grouping on students’ question generation in science

Cited by 12 publications

References 46 publications

Ability Grouping is on the Rise, but Should It Be?

Ability Grouping is on the Rise, but Should It Be?

The Enacted Curriculum—Students’ Perspectives of Good Mathematics Lessons in Singapore Secondary Schools

The Equity of Class Ability Grouping Practices in Australian Education: Findings from a Survey in Western Australia and Queensland

Contact Info

Product

Resources

About