The Effect of Flexible Grouping on Mathematics Achievement of Fifth-grade Students PDF Download
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Author: Penny W. Valle
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 72
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Book Description
Author: Penny W. Valle
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 72
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Book Description
Author: Carol Lynne Tieso
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 326
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Book Description
Author: Carol Lynne Tieso
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 41
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Author: Susan M. Kegerise
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 204
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Author: Crystal Smith (L.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 142
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Author: Sara Curran
Publisher:
ISBN: 9781369885507
Category : Education
Languages : en
Pages : 253
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Book Description
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: Anne M. Stinnett
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 50
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Book Description
This study examines the effects of ability grouping on fifth grade students at 47 elementary schools in a large urban school district. Using disaggregated standardized test data that statistically measures achievement growth, this study analyzes gains among students assigned to prior achievement quintiles as compared to three grouping strategies: homogeneous, heterogeneous with special classes for advanced and special education, and heterogeneous ability groups. The findings suggest that the grouping strategies used in these schools are effective for the students at these schools. Most significant is that, on average, low achieving schools are grouping students in ways that are exhibiting positive gains among low achievers. Conversely, schools with large populations of high achievers are grouping in ways that are making gains among high achievers. Average students show similar gains among all three grouping strategies. Overall, the research and data suggest the importance of using multiple data sources, knowledge of students and school culture, as well as pedagogy to determine appropriate grouping strategies for particular schools.
Author: Amanda Stine
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 17
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Book Description
The purpose of the study is to determine the effectiveness of math flexible small groups as an intervention to improve student proficiency on math MAP scores. The study looked at two groups of students' proficient scores on the MAP test from an urban elementary school in the Kansas City area. The first group of students did not have the intervention of math flexible small groups. The second group of students did have the intervention of math flexible small groups. Data was collected from the DESE website for Math MAP scores on third, fourth and fifth graders for the years 2009 and 2010. The findings were analyzed using A Statistical Program (ASP) software. A t-test was conducted to see if there was a significant difference in the test scores pre and post intervention. The results indicated that there was a significant difference between the two study groups. The intervention of math flexible small groups is an effective strategy to improve math achievement.
Author: Sheryl Johnston
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 74
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Author: Melissa A. McGuire
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 169
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Book Description
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.
