Ability Grouping

Paper Summary:

This paper explains that the question of the whether it is beneficial or not to separate students according to aptitude or ability level has been extensively discussed and researched, but the evidence has supported of both sides of the argument. The author plans a quantitative study of approximately 3000 students in the seventh and eighth grade, half of which are in heterogeneous learning situations, and the other half are in homogeneous learning situations according to ability level. The paper states that the research hypothesis is that ability grouping, in comparison to alternate forms of placement, will result in different levels of self-esteem, academic self-concept or efficacy for studying, test anxiety, and academic achievement for those students in the ability groups versus those who are not, as well as differences between those students in high versus low ability groups.

Table of Contents
Introduction and Literature Review
Purpose of the Study
Research Questions
Hypothesis
Research Method
Sample Characteristics
Data Analysis
Timetable
Limitations
Significance of the Research

From the Paper:

"Tracking is the most extreme form of ability grouping. This type of grouping involves sorting pupils according to a standard measure of achievement or ability, such as achievement tests, IQ, or GPA. Pupils are arranged into "tracks" ranging from the highest ability to the lowest ability, and often remain in these homogeneous groupings for the entirety of their schooling, regardless of any performance differences between subjects. Also, mobility between tracks is rarely possible, which results in students remaining in the same track throughout their education, irrespective of changes in academic, personal or social factors."

More papers on Ability Grouping:

• Analytical Essay # 69700 : "Tracking, Ability Grouping and Segregation"
• Essay # 5515 : "Ability Grouping and Students"
• Persuasive Essay # 105770 : "Abilities Grouping"

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