The Effect of Flexible Grouping Ina Fourth-Grade Heterogenous Mathematics Classroom PDF Download
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Author: Mary B. Doto
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 146
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Author: Mary B. Doto
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 146
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Author: Sara Curran
Publisher:
ISBN: 9781369885507
Category : Education
Languages : en
Pages : 253
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This research investigated the effects of the ability grouping method of between-classroom flexible grouping on intermediate elementary students' mathematical concept improvement and academic self-concepts. This ability grouping method involved relocating students among classrooms within a grade level, based on ability, for mathematics instruction. Pretests, given prior to each mathematics unit, determined students' placements for each unit of study, resulting in the flexible grouping of students into groups throughout the course of the school year. The treatment group, implementing between-classroom flexible grouping for mathematics instruction, consisted of 140 fourth and fifth grade students at two elementary schools. The comparison group, utilizing heterogeneous classrooms, included 142 fourth and fifth grade students at one elementary school. All three schools were situated within one suburban Chicago school district. A quasi-experimental, quantitative research design was employed to collect data. The STAR Math test was administered in the fall (pretest) and in the spring (posttest) of the school year to ascertain mathematical concept improvement. The School Subjects and Mathematics subscales of the Self-Description Questionnaire I were administered to determine students' general academic self-concepts and mathematics self- concepts. At the fourth grade level, the treatment group reported higher mathematical concept improvement, academic self-concepts, and mathematics self-concepts than the comparison group. However, a statistically significant difference was only found for academic self-concepts. At the fifth grade level, the comparison group achieved higher mathematical concept improvement and academic self-concepts. The treatment group attained higher mathematics self-concepts. No statistical significance was determined. When fourth and fifth grades were combined, the treatment group outperformed the comparison group for mathematical concept improvement, academic self-concepts, and mathematics self-concepts. Statistical significance was not attained. In addition, this study attempted to confirm the assertions of Marsh's Big-Fish-Little-Pond Effect. A positive correlation between mathematical ability levels and mathematics self-concepts was noted for all subgroups. A smaller range of mathematics self-concept means across ability levels was evident for the treatment group. The findings of this research suggest between-classroom flexible grouping may benefit intermediate elementary students, but more research is necessary to fully gauge its effects.
Author: Melissa A. McGuire
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 169
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The purpose of this study was to examine principals’ and teachers’ perceptions of flexible ability grouping when used for students with exceptional mathematical promise in third and fourth-grade mathematics classes. Flexible grouping allows educators to match students’ readiness levels with instruction and to apply proper content and pacing. This study extended previous research on grouping practices and investigated flexible grouping in relation to mathematics instruction, both within-class ability grouping and between- or cross-class ability grouping. The type of research design was an explanatory sequential mixed methods approach, combining quantitative survey and qualitative interview data. The survey used a Likert-type rating scale and contained 23 questions. Participants reflected a purposeful sampling method, and included 86 elementary educators, consisting of 77 teachers and nine principals from five suburban school districts in Pennsylvania. After survey completion, a small group of 10 participants engaged in one-on-one interviews. Interviewees included two principals and eight teachers. Principals and teachers provided information about perceived effects of flexible grouping for students with exceptional mathematical promise, advantages and disadvantages of this practice, and planning and implementation aspects needed for successful delivery. Principals’ and teachers’ perceptions revealed significant results, including the beneficial effects of flexible grouping on academic performance and social and emotional behaviors for students with exceptional mathematical promise. Survey and interview data indicated that the advantages of flexible grouping as an instructional practice for students with exceptional mathematical promise outweighed the disadvantages. Some of the main advantages that surfaced in this study included high levels of student engagement, opportunities for higher level thinking, faster pacing of curriculum, and student preferences for working with peers of similar readiness and ability levels. Finally, this study explored aspects of planning and implementation necessary for flexible grouping at the elementary level. Results of qualitative data collection also revealed a need for meaningful professional development and training as well as sufficient teacher planning time through professional learning communities or grade-level meetings. Flexible grouping in mathematics should be considered a valuable and effective tool in meeting the needs of students, especially students with exceptional mathematical promise.
Author: Andrea D. Mehringer
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 94
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Author: Ryan D. Erny
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 82
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Author: Brian Marinelli
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 142
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"Questions involving the equitable distribution of mathematics instruction have been addressed since at least the early 1990's. Since this time, little research has been conducted on the antecedents and effects of grouping elementary school students within homogenous mathematics groups. The purpose of this quantitative study was to compare the mathematics achievement of 4th grade elementary school students who were grouped in either homogenous or heterogeneous mathematics classes. A causal-comparative design was utilized in an attempt to find relationships between the independent variables of mathematics grouping level, sex, and ethnicity and the dependent variable of mathematics achievement. Data were analyzed using independent-sample t-tests, analysis of variance (ANOVA) and a multiple linear regression. Grouping was found to have little statistical significance on the mathematical achievement of 4th grade students within this study. The independent variables of sex and ethnicity were significantly associated with the dependent variable of mathematical achievement. There are many opportunities to further study the antecedents and effects of grouping elementary school students within homogenous mathematics groups. Other areas of research are: 1) what factors are used to group students into mathematics ability groups within elementary schools, 2) what factors determines how teachers are assigned to teach different levels of mathematics within elementary schools, and 3) at what grade level does sorting begin in mathematics."--Boise State University ScholarWorks.
Author: Karen A. Rieger
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 110
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The purpose of the study was to investigate the effects of ability grouping vs. mixed ability grouping on the mathematics achievement of high, medium, and low ability fourth grade students. Achievement was measured by mean growth on California Standardized Testing and Reporting (STAR) California Standards Tests (eSTs). The sample was composed of 704 fourth grade students from two elementary schools in the same Southern California school district. The research method chosen was a non-experimental quantitative retrospective study. Statistical analysis using a two-way ANOV A and t-tests was performed on three consecutive years oftest scores. Results showed that students of all ability levels experienced significantly higher achievement in homogeneously grouped classes. High ability students in heterogeneously grouped classes showed negative mean growth all three years of the study and medium ability students showed negative mean growth two of three years. Pacing, level of differentiation, and affect may play an important part in the effects of instructional grouping observed in the study. Keywords: ability grouping, homogeneous, heterogeneous, differentiation, pacing, affect, mathematics performance
Author: Diane Heacox
Publisher: Free Spirit Pub
ISBN: 9781575421186
Category : Education
Languages : en
Pages : 40
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63 reproducible masters, ready to be customized and print for classroom use. A time-saving suplement to the book. Mac and Windows compatible. No site-license required.
Author: Carol Lynne Tieso
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 326
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Author: Penny W. Valle
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 72
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