The effect of grouping of laboratory students on selected educational outcomes

The purpose of this study was to discover if grouping students in the laboratory on the basis of their formal reasoning ability affected (1) their science content achievement, (2) their formal reasoning ability, (3) the learning environment in the laboratory, and (4) the relationships between individuals in a particular group. The laboratory groups for three physical science classes for preservice elementary teachers were arranged as follows: (1) one class with students of unequal reasoning ability grouped together, i.e., one highly developed formal reasoner per group (the heterogeneous group), (2) one class with students of similar reasoning ability grouped together (the homogeneous group), and (3) one class arranged in groups according to the desires of the class members (the student choice group). The three classes were compared using pre-and post-scores on content and formal reasoning instruments and scores for classroom environment and social relationships. Results indicated that the groupings as described had significantly different effects on science content achievement but not on any of the other questions posed above. The students in the class with laboratory teams grouped by student choice had significantly lower science content scores than the students in the classes with teams formed using either the heterogeneous or homogeneous grouping procedures. The difference between the heterogeneously and homogeneously grouped classes was not significant at the 0.05 level.     

Creative Problem Solving in Teacher Education

Abstract

Colleges typically group students homogeneously in classes by means of both admission requirements and course prerequisites, but when professors form cooperative learning groups within classes they generally use heterogeneous grouping. Authors compared heterogeneously and homogeneously grouped cooperative learning groups in six paired classes, taught by the same professor using matching syllabi and assignments. Overall, homogeneously grouped students (who were grouped based on achievement on the first test given in the course) significantly outperformed heterogeneously grouped students on the final examination. High- or average-achieving students particularly benefited from homogenous grouping. Low achievers did equally well in either type of group.     

Aptitude treatment effects of laboratory grouping method for students of differing reasoning ability

This study examines aptitude treatment effects in an inquiry/learning cycle based physical science class for elementary education majors. The aptitude was formal reasoning ability and the students were arranged into three groups: high, middle, and low ability reasoners. The treatment was method of forming groups to work in the laboratory. Students in each of three classes were grouped according to reasoning ability. In one class the laboratory groups were homogeneous, i.e., students of similar reasoning ability were grouped together. In the second class the students were grouped heterogeneously, i.e., students of different reasoning ability were grouped together. In the third class, the student choice pattern, the students chose their own partners. The findings were that there were no aptitude treatment interaction for achievement or for gain in formal reasoning ability, that grouping students of similar cognitive ability together for laboratory work in the class was more effective in terms of science achievement than grouping students of differing cognitive ability together or than allowing students to choose their own partners, and that students at different levels of reasoning ability experienced differential gains in that ability over the semester.     

Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension

Small-group, text-based discussions are a prominent and effective instructional practice, but the literature on the effects of different group composition methods (i.e., homogeneous vs. heterogeneous ability grouping) has been inconclusive with few direct comparisons of the two grouping methods. A yearlong classroom-based intervention was conducted to examine the ways in which group composition influenced students’ discourse and comprehension. Fourth- and fifth-grade students (N = 62) were randomly assigned to either a homogeneous or heterogeneous ability small-group discussion. All students engaged in Quality Talk, a theoretically- and empirically-supported intervention using small-group discussion to promote high-level comprehension. Multilevel modeling revealed that, on average, students displayed positive, statistically and practically significant gains in both basic and high-level comprehension performance over the course of Quality Talk. Further, our findings indicated heterogeneous ability grouping was more beneficial than homogeneous ability grouping for high-level comprehension, on average, with low-ability students struggling more in homogeneous grouping. With respect to student discourse, additional quantitative and qualitative analyses revealed group composition differences in terms of the frequency, duration, and quality of student questions and responses, as well as the types of discourse low-ability students enacted in homogeneous groups. This study expands upon the extant literature and informs future research and practice on group composition methods.     

Effects of cooperative incentives and heterogeneous arrangement on achievement and interaction of cooperative learning groups in a college life science course

The purpose of this study was to examine the importance of cooperative incentives and heterogeneous grouping as elements of cooperative learning in a college life science course. Cooperative learning may be defined as a classroom learning environment in which students work together in heterogeneous groups toward completion of some task. Cooperative incentive structures provide some type of group reward based on group products or individual learning. In heterogeneous grouping, students are arranged in order to maximize variety within groups. A 2 × 2 design was utilized in this study. The independent variables considered included (a) use of cooperative incentives in learning groups, and (b) use of heterogeneous grouping in cooperative learning groups. Dependent variables for all treatment groups were scores from a multiple-choice instrument developed for an earlier, related study, along with direct observational data on frequency of cooperative interactions. Analysis of covariance (ANCOVA) was used as the data analysis procedure for the achievement portion of the study, and analysis of variance (ANOVA) was used for analysis of the cooperative interaction portion of the study. No significant differences were found between the treatment groups.     

Grouping Students for Elementary School Mathematics: A Survey of Principals in 12 States

ABSTRACT

In this study I explored how elementary school students are initially assigned to homeroom classrooms (criteria used and heterogeneous vs. homogeneous grouping), subsequently assigned to mathematics classes (e.g., self‐contained, regrouped, departmentalized), and grouped for mathematics instruction within classes (e.g., whole‐class, two groups, individualized). This three‐dimensional typology of school and classroom organization was used to survey 571 elementary school principals from 12 states. Results showed that students were generally assigned to heterogeneous self‐contained homeroom classes, that they remained in these same classes for mathematics, and that mathematics was usually taught to entire classes (whole class). Within‐class ability grouping, within‐grade regrouping, and departmentalized plans were used increasingly for mathematics at the intermediate grades, but across‐grade or Joplin Plan programs were infrequent.     

Effects of within-class ability grouping on social interaction,achievement, and motivation

This study examined how grouping arrangements affect students achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the same plant biology course. The main results indicate that low-ability students achieve more and are more motivated to learn in heterogeneous groups. Average-ability students perform better in homogeneous groups whereas high-ability students show equally strong learning outcomes in homogeneous and heterogeneous groups. Results on social interaction indicate that heterogeneous groups produce higher proportions of individual elaborations, whereas homogeneous groups use relatively more collaborative elaborations. In the discussion, these differences in social interaction are used to explain the differential effects of grouping arrangements on achievement scores. Practical implications are discussed and topics for further research are advanced.     

浅谈EEPO在高校工科专业课教学中的应用

工科专业课学习需要多方面的基础知识,专业课程内容复杂。结合EEPO采用实际项目的教学方式可以有效强化学生的专业知识和专业技能,提高学生自主学习的能力,更充分地发挥学生潜力,提高教学效率;以小组为单位的考核方式可以更充分地考察和提高学生的专业基础知识以及学生运用知识分析问题、解决问题的能力。     

Small-group composition and peer effects

This paper reviews research on grouping of students within classes and its effects on learning. Primary consideration is given to grouping and mixing students by ability, though consideration is also given to grouping and mixing students by ethnicity and gender as well as to research on the effects of group size. Results of meta-analyses of grouping show a small but meaningful advantage of forming students into groups for instruction as compared to using whole-class instruction. In teacher-led, homogeneous ability groups, peer effects result from the normative environment to the extent that peers contribute to norms for behavior, constructed through cycles of reciprocal teacher–student interaction. In peer-led, heterogeneous ability groups, peer effects stem directly from group interactions and discourse among students that lead to cognitive restructuring, cognitive rehearsal, problem solving, and other forms of higher-level thinking. Similarly, in groups of different ethnic and gender composition, peer effects stem from interactions among students according to their perceived status and relative influence within the groups. We argue that these peer influences interact with instructional processes to mediate the effects of group composition on students’ learning.     

The Effects of Within-Class Ability Grouping on Academic Achievement in Early Elementary Years

Abstract

By incorporating two theoretical frameworks this study examines how school characteristics shape first-grade reading ability-grouping practices, and how this, in turn, affects students’ reading achievement. The author uses the data from the Early Childhood Longitudinal Study and applies the propensity-score method to examine whether first-grade ability grouping improves student achievement, whether ability grouping increases achievement inequalities, and whether its effects vary by student initial abilities and/or school contexts. Findings support an argument that ability grouping is an organizational response to problems of diversity in the student body. Schools that use ability grouping are likely to have heterogeneous ability compositions. They are also public, low-performing, low socioeconomic status, and high-minority schools. In these schools, ability grouping has no effects or negative effects, particularly for low-ability students. In contrast, ability grouping may improve achievement for all students in schools with advantageous characteristics, mostly private schools, and may reduce achievement inequalities, because low-ability students benefit the most from this practice.     

高校公体软式排球教学动态水平分组实验研究——以四川文理学院为例

根据＂动态水平分组法＂的理论,以四川文理学院公共体育课60名软式排球练习者为研究对象,分成实验组和对照组,分别运用动态水平分组法和传统的固定水平分组法对两组学生实施软式排球基本技术的教学内容并进行测评.经过一年实验,测试结果表明：实验组和对照组在实验前后软式排球技术水平发生了明显的变化,实验组学生的软式排球发、垫、传、扣球技术的测试成绩均高于对照组,经卡方检验,P〈0.01,两组成绩存在显著差异.这说明动态水平分组法在大学公共体育课软式排球教学中具有较大的优越性.     

Effects of schoolwide cluster grouping and within-class ability grouping on elementary school students’ academic achievement growth

We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students’ Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008–2009 within-class ability grouping was used. In 2009–2010 schoolwide cluster grouping was implemented. In 2010–2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.     

Learning Segregation in Junior High‐Schools in Israel: Causes and Consequences

ABSTRACT

Implementation of educational integration policy in Israel creates heterogeneous student compositions in the schools. Principals and teachers who, as a result, confront instructional difficulties, and who are ambiguous about this policy and its expected efficacy, press to counter‐balance this heterogeneity by resegregating students within the school in ability‐based classes. In this paper we deal with three inter‐related topics:

1. the degree of learning segregation within integrated junior high schools in Israel;

2. several factors which may explain the degree of learning segregation; (3) the effect of learning segregation on academic outcomes: achievement (in reading and science) and subsequent school career (student placement in high school track).

In doing so, we clarify an aspect of the school principal's role and his or her indirect effect on students learning. Principals have a decisive power in the organization of learning frameworks (class structure, ability grouping etc.) within the school. Their ideas and convictions about the efficacy of integration affect the actual practices of class organization in the school. This, in turn, has an effect on learning processes within the class and evetually on students’ academic outcomes, especially on those from the weaker group.     

The effects of cued interaction and ability grouping during cooperative computer-based science instruction

The purpose of this study was to investigate the effects of verbal interaction cues and ability grouping within a cooperative learning computer-based program. We blocked 231 eighth graders in a required science class by ability and randomly assigned them to homogeneous lower-ability, homogeneous higher-ability, or heterogeneous mixed-ability dyads. Each dyad was randomly assigned to a computer program that either did or did not contain verbal interaction cues designed to facilitate summarizing and explaining between partners. Results indicated that students using the cued version of the program performed significantly better on the posttest than students using the noncued version. Direct observation of student interaction indicated that students in cued dyads exhibited significantly more summarizing and helping behaviors than noncued students. Furthermore, higher-ability dyads exhibited significantly less off-task behavior than the other dyads. Implications for designing computer-based instruction for cooperative settings are provided.     

The effects of group composition on achievement,interaction, and learning efficiency during computer-based cooperative instruction

This study investigated the effects of cooperative group composition, student ability, and learning accountability on achievement, interaction, and instructional efficiency during computer-based instruction. A total of 125 sixth- and seventh-grade students were randomly assigned to heterogeneous or homogeneous dyads. Groups were designated as having either group or individual account-ability for mastery of lesson content. Cooperative dyads completed a tutorial on a novel symbolic mathematics topic, featuring basic symbol learning and application of the symbols. Indicators of ongoing cooperation were collected during instruction. Five days later, students completed a posttest. Low-ability students interacted more and completed the instruction more efficiently in heterogeneous than in homogeneous groups. High-ability students completed the instruction more efficiently in homogeneous than in heterogeneous groups. Cooperation was significantly related to achievement for heterogeneous ability groups, but not for either homogeneous high- or low-ability students.     

Cooperative learning and group educational modules: Effects on cognitive achievement of high school biology students

The purpose of this study was to examine the effects of cooperative learning and Group Educational Modules (GEM) on the achievement of high school biology students. GEM materials are self-instructional packets designed for use with groups of biology students. Cooperative learning is a classroom learning environment in which students work in small, mixed-ability groups toward a common goal. A 2 × 2 factorial design was used in this study. The independent variables considered included (1) participation of students in the GEM project, and (2) use of cooperative learning techniques including heterogeneous grouping and group incentives. The dependent variables for all treatment groups were scores on the instrument developed for this study. A total of 11 teachers with 36 classes and 715 students were included in this study. All teachers involved covered the same general subject matter during the study period. An analysis of covariance (ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement of students using GEM materials and those using traditional instructional approaches. The use of cooperative learning also produced significant differences when compared to traditional classroom structures.     

Group formation based on learning styles: can it improve students’ teamwork?

This work explores the impact of teacher-led heterogeneous group formation on students?? teamwork, based on students?? learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and distribute them to heterogeneous groups. Second, group facilitation meetings were introduced as a technique to help students reflect on their weak/strong traits and employ appropriate roles in their group. The study research questions focused mainly on students?? attitudes regarding the learning style-based group formation approach. By applying qualitative research method students?? views were recorded about the impact of styles awareness and group heterogeneity on group collaboration and possible benefits and drawbacks related to the style-based grouping approach. Evaluation data revealed that students gradually overcame their initial reservations for the innovative group formation method and were highly benefited since styles heterogeneity within the group emphasized complementarities and pluralism in students?? ways of thinking. Overall, this work provides evidence that the adoption of learning styles theories in practice can be facilitated by systems for automated group formation and supportive group facilitation meetings that help avoiding the trivial and discouraging approach of using learning styles to simply label students.     

Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools

The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14–15 years and again two years later. Students' academic self-concept, but not their general self-concept, was related to the extent of ability grouping in the school attended. Subject-specific facets of academic self-concept were not related to the number of years of ability grouping students had experienced in English, mathematics and science; however, they were related to students' position in the grouping hierarchy, with students in high-ability groups having significantly higher self-concepts in all three subjects than students in low-ability groups. Students' intentions to learn in future were more strongly affected by self-concept than by achievement.     

Grouping for reading instruction: does one size fit all?

Twenty-nine third-grade teachers and selected students from their classes participated. Study 1 used teacher interviews and classroom observations to examine teachers' perceptions and practices for grouping for reading instruction; Study 2 examined the impact of these grouping practices on the academic progress, social progress, and attitudes about reading of students representing a range of achievement levels, including students with learning disabilities. Results indicated that, overall, teachers used whole class instruction for reading and the same materials for all students, including students with learning disabilities. Students with learning disabilities made little academic progress and their attitudes about reading did not improve over time.     

Teacher Actions to Maximize Mathematics Learning Opportunities in Heterogeneous Classrooms

The basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. An underlying assumption is that lessons can seek to build a sense in the students that their experience has elements in common with the rest of the class and that this can be done through attention to particular aspects of the mathematical and socio-mathematical goals. We examine three teacher actions that address the mathematical goals: using open-ended tasks, preparing prompts to support students experiencing difficulty, and posing extension tasks to students who finish the set tasks quickly; as well as actions that address the socio-mathematical goals by making classroom processes explicit. To illustrate and elaborate these actions, we describe a particular lesson taught to a heterogeneous upper primary (age 11–12) class.