15Jun 2017

MIXED ABILITY GROUPING: MAKING DIFFERENCES COUNT.

  • Associate Professor, St. Teresa?s Institute of EducationMumbai, India.
Crossref Cited-by Linking logo
  • Abstract
  • Keywords
  • References
  • Cite This Article as
  • Corresponding Author

Variety is said to be the spice of life and yet educators find it a threat to cater to differences in students? intellectual levels in the classroom. Mixed ability grouping has long since been practiced as a pattern of interaction among students. The present research employed this strategy as a formula for using diversity in learners? abilities as a distinct advantage in the teaching-learning process. It provided a breakthrough in overcoming the traditional belief that individual differences in ability cannot be addressed through co-operative learning activities. This study attempted to compare the effectiveness of two grouping strategies in enhancing the academic achievement of students in different subjects of the curriculum. The sample comprised of 493 students of the secondary section of a private-aided school in Mumbai, affiliated to the S.S.C Board of Education. The research was conducted in two phases. In the first, the students were assigned to groups of five by the teacher based on mixed ability and in the latter, they were permitted to form groups of five based on their own preferences. An achievement test was administered to the subjects in each phase before and after the topic was taught using instructional modules comprising of activities and co-operative learning strategies. Comparison of the pre-test and post-test scores indicated a greater difference in the performance of the students in the mixed ability groups which could be advocated to the possibility that students pooled their resources and understanding in achieving the goal of mastery learning.


  1. Archbald, D., Gluting, J. and Qian, X. (2009): Getting into honors or not: An analysis of the relative influence of grades, test scores, and race on track placement in a comprehensive high school. American Secondary Education., 37(2): 65-81.
  2. Ballantine, J. and Larres, P. M. (2007): Cooperative learning: A pedagogy to improve students' generic skills? Education + Training., 49: 126-137.
  3. Battelle for Kids publication. (2013). Five strategies for creating a high-growth school Retrieved from Battelle for Kids website:?? http://www.battelleforkids.org/aboutus/about-us/publications
  4. Boaler, J., Wiliam, D. and Brown, M. (2000): Students' experiences of ability grouping - disaffection, polarization and the construction of failure. British Educational Research Journal., 26(5): 631-648.
  5. Burns, R. B. and Mason, D. A. (1998, Winter). Class formation and compostition in elementary schools. American Educational Research Journal., 35(4): 739-772.
  6. Burris, C. C. and Welner, K. G. (2005, April). Closing the achievement gap by detracking. The Phi Delta Kappan., 86(8): 594-598.
  7. Fuligni, A. J., Eccles, J. S. and Barber, B. L. (1995, February). The long-term effects of seventh-grade ability grouping in mathematics. Journal of Early Adolescence., 15(1): 58-89.
  8. Gamoran, A. and Berends, M. (1987). The effects of stratification in secondary school: synthesis of survey and ethnographic research. Review of educational research., 57: 415-435.
  9. Garett, H.E. (1985): Statistics in Psychology and Education. Bombay, Vakils, Feffers and Simons Ltd., p. 455.
  10. Heath, S. L. (1999): Effective Heterogeneous Grouping through Cultural and Structural Change. The Educational Forum., 64: 34-40.
  11. Hill, D. (2004, October): The mathematics pathway for all children. Teaching Children Mathematics., 11(3): 127-133.
  12. Hooper, S. (2003): The effects of persistence and small group interaction during computer-based. Computers in Human Behavior., 19: 211-220.
  13. Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B. and d'Apollonia, S. (1996, Winter): Within-class grouping. Review of Educational Research., 66(4): 423- 458.
  14. Mueller, M. and Maher, C. (2010, May): Promoting equity through reasoning. Teaching Children Mathematics., 16(9): 540-547.
  15. Neihart, M. (2007): The Socioaffective Impact of Acceleration and Ability Grouping. The Gifted Child Quarterly., 51 (4): 330-341.
  16. Nelson, L. D. (2008): ORGB. In L. D. Nelson, ORGB (pp. 132-165). Mason: South Western Cengage Learning.
  17. Oakes, J. (1985): Keeping track: How schools structure inequality. New Haven: Yale University Press.
  18. Obaya, A. (1999): Getting cooperative learning. Science Education International., 10: 25-27.
  19. Poole, D. (2008): Interactional Differentiation in the Mixed-Ability Group: A Situated View of Two Struggling Readers. Reading Research Quarterly., 43(3): 228-250.
  20. Robinson, J. P. (2008): Evidence of a differential effect of ability grouping on the reading achievement growth of language-minority Hispanics. Educational Evaluation and Policy Analysis., 30; 141-180.
  21. Saleh, A. W. and De Jong, T. (2005): Effects of Within-Class ability grouping on social interaction, achievement and motivation. Instruction Science., 33: 105-119.
  22. Slavin, , R. E. (1987, Fall): Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research., 57(3): 293-336.
  23. Towns, M. H., Kreke, K. and Fields, A. (2000): An Action Research Project: Student Perspectives on Small-Group Learning in Chemistry. Journal of Chemical Education., 77: 111-115.

[Dr. Giselle D?souza. (2017); MIXED ABILITY GROUPING: MAKING DIFFERENCES COUNT. Int. J. of Adv. Res. 5 (Jun). 467-471] (ISSN 2320-5407). www.journalijar.com


Dr. Giselle Dsouza
St.Teresas Institute of Education, Mumbai, India

DOI:


Article DOI: 10.21474/IJAR01/4434      
DOI URL: http://dx.doi.org/10.21474/IJAR01/4434