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

M. Saleh, Adrianus W. Lazonder, Ton de Jong

Research output: Contribution to journalArticleAcademicpeer-review

45 Citations (Scopus)

Abstract

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.
Original languageUndefined
Pages (from-to)105-119
JournalInstructional science
Volume33
Issue number2
DOIs
Publication statusPublished - 2005

Keywords

  • METIS-226885
  • IR-53714

Cite this

@article{7d3cd53817ec4a2bb559ab37229fccb7,
title = "Effects of within-class ability grouping on social interaction, achievement and motivation",
abstract = "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.",
keywords = "METIS-226885, IR-53714",
author = "M. Saleh and Lazonder, {Adrianus W.} and {de Jong}, Ton",
year = "2005",
doi = "10.1007/s11251-004-6405-z",
language = "Undefined",
volume = "33",
pages = "105--119",
journal = "Instructional science",
issn = "0020-4277",
publisher = "Springer",
number = "2",

}

Effects of within-class ability grouping on social interaction, achievement and motivation. / Saleh, M.; Lazonder, Adrianus W.; de Jong, Ton.

In: Instructional science, Vol. 33, No. 2, 2005, p. 105-119.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Effects of within-class ability grouping on social interaction, achievement and motivation

AU - Saleh, M.

AU - Lazonder, Adrianus W.

AU - de Jong, Ton

PY - 2005

Y1 - 2005

N2 - 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.

AB - 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.

KW - METIS-226885

KW - IR-53714

U2 - 10.1007/s11251-004-6405-z

DO - 10.1007/s11251-004-6405-z

M3 - Article

VL - 33

SP - 105

EP - 119

JO - Instructional science

JF - Instructional science

SN - 0020-4277

IS - 2

ER -