Effects of Ability Grouping on Math Achievement of Third Grade Students

Autor/inn/en	Thomas, Emily; Feng, Jay
Titel	Effects of Ability Grouping on Math Achievement of Third Grade Students
Quelle	(2014), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Mathematics Achievement; Grade 3; Elementary School Students; Elementary School Mathematics; Homogeneous Grouping; Heterogeneous Grouping; Mathematics Instruction; Pretests Posttests; Scores; Statistical Analysis; Achievement Gains; Action Research; Quasiexperimental Design; Georgia + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Statistische Analyse; Achievement gain; Leistungssteigerung; Projektforschung
Abstract	The purpose of this study was to examine the effects of heterogeneous and homogeneous grouping on the mathematical achievement of students in third grade. Participants were 16 third graders in a self-contained classroom, assigned to either small homogeneous or heterogeneous group for math instruction for 7 weeks. Pretest-posttest scores and growth of students in both groups were statistically analyzed to determine effect on student achievement. Results indicate that there was no statistically significant difference in effect on student math performance between the heterogeneous and homogeneous grouping types. Both grouping types resulted in comparable academic gains for students. There was not a significant difference between the two groups. Classroom implications are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10