Date of Award
5-2012
Document Type
Thesis
Department
Mathematics
First Advisor
Glen Richgels
Second Advisor
Derek Webb
Third Advisor
Todd Frauenholtz
Abstract
This paper reviewed related research on student achievement based on how students were grouped, homogeneously or heterogeneously. Questions examined were whether students performed better in heterogeneous or homogenous groupings and to what extent did high-, average-, and low-ability students perform better in a particular group. Results showed that high-ability students in homogeneous groupings had higher gains in achievement when compared to their counterparts in heterogeneous groupings. However, gains for these high-ability students were not statistically significant. On the contrary, average-, and low-ability students did show statistically significant gains in achievement in the heterogeneous groupings. Yet, despite their effectiveness, implementation of heterogeneous groupings was shown to be difficult. When successful heterogeneous groupings were implemented, they provided a high quality of instruction for all students and incorporated cooperative learning, differentiated instruction, flexible groupings, curriculum modification, and support for educators and students involved.
Recommended Citation
Smieja, Adam, "Mathematics Classrooms at the Middle School Level: Does Grouping Make a Difference in Achievement" (2012). Mathematics Graduate Theses. 28.
https://pines.bemidjistate.edu/thesis-math/28
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Mathematics Commons, Science and Mathematics Education Commons
