Author: Susan K. Stonebraker
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 78

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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: Monica Hughes
Publisher:
ISBN:
Category :
Languages : en
Pages :

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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: Nancy Karnes Snashall
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 126

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Author: Julian R. Betts
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Anne M. Stinnett
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 50

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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: Kovi Christiansen
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 38

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The purpose of the study was to evaluate data on ability grouping for sixth grade students and whether improvements could be linked to ability-grouped students.

Author: Pamela Ochoa
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 72

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Author: William Maurice Smith
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 194

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