Date of Award
Winter 12-2003
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Education
First Advisor
Dr. Milton Kleinpeter
Second Advisor
Dr. Gussie Trahan
Third Advisor
Dr. Charles Bryant
Abstract
Many schools in the state of Louisiana are being rated as either effective or at-risk. The public looks down on those schools that are at-risk and hold a corrective action status. If the schools in corrective action do not improve over a three-year period, they will be closed forever. Now faced with possibility of losing their jobs, teachers need to discover the most effective techniques and strategies of teaching students more than ever before. These have been studies, which indicate that grouping students for instruction id productive and effective. But which grouping method is best? There are many different grouping methods such as homogeneous or ability groupings, heterogeneous, multiage grouping. The professional literature has put forth some conflicting information. This study will focus on teachers' perceptions about the grouping methods they use in their classrooms and the effect it has on the students' overall success in test taking. This study attempts to answer several fundamental questions regarding grouping students. Is there a relationship between teachers' perceptions toward homogeneous, heterogeneous, and multiage grouping and the effectiveness of the instruction when delivered by different grouping methods? Secondly, is there a relationship between homogeneous, heterogeneous, and multiage grouping and the students' performance and standardized tests? One final question will be answered in this study: Is a particular type of grouping more beneficial for the student socially and academically? An examination of the evaluation of the data and research literature will assist the researcher in proving that teachers choose to use homogeneous grouping in the core subjects of reading and mathematics whereas heterogeneous grouping is used in other academic areas researcher will also prove teachers use heterogeneous grouping to counterbalance some of the disadvantages of using homogeneous grouping, such as poor self-esteem of low ability students.
Recommended Citation
Achord, Tracy G., "A survey of teachers' perceptions of homogeneous, heterogeneous, and multiage grouping and the achievement results of their students" (2003). Electronic Dissertations and Theses. 58.
https://digitalcommons.subr.edu/dissertations_theses/58