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postgraduate thesis: The effects of within-class ability grouping on primary students' academic achievement

TitleThe effects of within-class ability grouping on primary students' academic achievement
Authors
Issue Date2015
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Wu, H. M. [胡曉穎]. (2015). The effects of within-class ability grouping on primary students' academic achievement. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5716205
AbstractAbility grouping has been highly debated in the educational field for years. This study aimed to test the effect of ability grouping on Hong Kong children. A between-subjects design was used to investigate whether students’ achievement in English would be affected by the practice of ability grouping 102 Hong Kong primary school children studying in Primary One took part in the investigation. All participants first undertook a pre-test that determined their ability level- high, average or low. 51 Students were then grouped homogeneously (HM) according to ability level while students from another 51 students were grouped in heterogeneous (HT) ability setting. After attending two English lessons on the topic of singular/plural noun, students completed the post-test and a survey on ability grouping. It was hypothesised that ability grouping would have positive effect on average and high ability students while low ability students would benefit more from heterogeneous grouping. The not significant effect between HM and HT groups, F(1,96)=0.210, p=0.648, and between the ability levels between two groupings, F(2,96)=0.020, p=0.980, found in this study failed to support the research hypotheses. The findings tended to support the work of Oakes (1985, 1995, 2005), Oakes and Lipton (1990) and Slavin (1987). Yet, it was suggested that no conclusion on the effectiveness of grouping on student learning could be reached. Further implications and recommendations were included in this research.
DegreeMaster of Education
SubjectEnglish language - Study and teaching (Primary) - China - Hong Kong
Ability grouping in education - China - Hong Kong
Academic achievement - China - Hong Kong - Psychological aspects
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/223593

 

DC FieldValueLanguage
dc.contributor.authorWu, Hiu-wing, Michelle-
dc.contributor.author胡曉穎-
dc.date.accessioned2016-03-03T23:16:42Z-
dc.date.available2016-03-03T23:16:42Z-
dc.date.issued2015-
dc.identifier.citationWu, H. M. [胡曉穎]. (2015). The effects of within-class ability grouping on primary students' academic achievement. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5716205-
dc.identifier.urihttp://hdl.handle.net/10722/223593-
dc.description.abstractAbility grouping has been highly debated in the educational field for years. This study aimed to test the effect of ability grouping on Hong Kong children. A between-subjects design was used to investigate whether students’ achievement in English would be affected by the practice of ability grouping 102 Hong Kong primary school children studying in Primary One took part in the investigation. All participants first undertook a pre-test that determined their ability level- high, average or low. 51 Students were then grouped homogeneously (HM) according to ability level while students from another 51 students were grouped in heterogeneous (HT) ability setting. After attending two English lessons on the topic of singular/plural noun, students completed the post-test and a survey on ability grouping. It was hypothesised that ability grouping would have positive effect on average and high ability students while low ability students would benefit more from heterogeneous grouping. The not significant effect between HM and HT groups, F(1,96)=0.210, p=0.648, and between the ability levels between two groupings, F(2,96)=0.020, p=0.980, found in this study failed to support the research hypotheses. The findings tended to support the work of Oakes (1985, 1995, 2005), Oakes and Lipton (1990) and Slavin (1987). Yet, it was suggested that no conclusion on the effectiveness of grouping on student learning could be reached. Further implications and recommendations were included in this research.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshEnglish language - Study and teaching (Primary) - China - Hong Kong-
dc.subject.lcshAbility grouping in education - China - Hong Kong-
dc.subject.lcshAcademic achievement - China - Hong Kong - Psychological aspects-
dc.titleThe effects of within-class ability grouping on primary students' academic achievement-
dc.typePG_Thesis-
dc.identifier.hkulb5716205-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-

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