Abstract/Details

A comparison study of the academic effects of ability grouping versus heterogeneous grouping in mathematics instruction


2005 2005

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Abstract (summary)

This study investigated the student achievement scores of students in mathematics classrooms at Challenger Middle School, Bicentennial North Elementary School, and Mendsendick Elementary School in Glendale, Arizona. The study focused on the rate of academic growth as measured on the District Assessment Test for students progressing from grade six to grade seven. Three hundred and five students' test scores were used in this study and compared their grade six mathematics scores to the same students' scores in grade seven. The study was conducted to determine if students that were ability-grouped excelled and increased at a higher rate on assessment tests versus other students that were placed in a heterogeneous grouping for mathematics instruction. The purpose of the study was to understand the academic effects of ability grouping versus heterogeneous grouping for mathematics instruction and to determine which grouping practice expressed the most significant increases on student achievement.

While looking at the academic impacts of ability grouping versus the academic impacts of heterogeneous grouping, it was found that students that were placed in an ability-grouped classroom for mathematics instruction increased learning at a higher rate than students placed in a heterogeneous group. Additionally, when the data was disaggregated based on gender and ethnicity, students that were placed in an ability-grouped classroom had a higher level of increase on their mathematics score than similar students that were placed in a heterogeneous-grouped classroom. Implications regarding academic impacts of ability grouping and heterogeneous grouping are further discussed in this study.

Indexing (details)


Subject
Mathematics education
Classification
0280: Mathematics education
Identifier / keyword
Education; Ability grouping; Academic effects; Heterogeneous grouping; Mathematics
Title
A comparison study of the academic effects of ability grouping versus heterogeneous grouping in mathematics instruction
Author
Saunders, Rachel
Number of pages
153
Publication year
2005
Degree date
2005
School code
0010
Source
DAI-A 66/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542399992, 0542399997
Advisor
Cohn, Sanford
University/institution
Arizona State University
University location
United States -- Arizona
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3194965
ProQuest document ID
305027444
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305027444
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