Ability Grouping in Primary Schools

This paper focuses on ability grouping and if it is recommended in learning; this includes its impact on low and high-ability scholars. In addition, Bolick and Rogowsky their thoughts on ability grouping and if it should be recommended. They suggest that it has adverse outcomes on learner improvement and self-concept, which makes such novices to prefer teaching “whole-group instructions.” Alternatively, the authors’ survey evaluates what ability grouping consists of, and the various approaches for implementing it at the elementary level. Conversely, qualitative data analysis was used in assessing whether ability grouping is the best for classroom organizational planning. Notably, research plays a crucial role in education and the scholar’s learning journey such that it enables him or her to contribute directly to providing answers to questions regarding good teaching practices. Also, research conducted by teachers is essential as it advances their ability to make comprehensive professional judgment in connection to their profession. Consequently, from the analysis of the data, most of the students supported mixed ability grouping compared to ability grouping. This is because learners were able to interact freely and develop friendships, which would help them improve their performance. Importantly, the assessment was undertaken in four groups, which concurred with the findings; they suggested that ability grouping is not beneficial for low-ability novices. Moreover, ability grouping deprives low-ability students of having the official contact time, which is stipulated on the institution’s timetable. This means low-ability learners receive no special attention from tutors either in the form of remedial teaching, or additional assistance. To enhance ability grouping, it is advised that the approach makes efforts in improving the quality and quantity of education provided in the low-ability groups.

Running head: ABILITY GROUPING IN PRIMARY SCHOOLS 1
Ability Grouping in Primary Schools
Student’s Name
Institutional Affiliation

ABILITY GROUPING IN PRIMARY SCHOOLS 2
Abstract
This paper focus on ability grouping and if it is recommended in learning; this includes its
impact on low and high-ability scholars. In addition, Bolick and Rogowsky their thoughts on
ability grouping and if it should be recommended. They suggest that it has adverse outcomes on
learner improvement and self-concept, which makes such novices to prefer teaching “whole-
group instructions.” Alternatively, the authors’ survey evaluates what ability grouping consists
of, and the various approaches for implementing it at the elementary level. Conversely,
qualitative data analysis was used in assessing whether ability grouping is the best for classroom
organizational planning. Notably, research plays a crucial role in education and the scholar’s
learning journey such that it enables him or her to contribute directly to providing answers to
questions regarding good teaching practices. Also, research conducted by teachers is essential as
it advances their ability to make comprehensive professional judgment in connection to their
profession. Consequently, from the analysis of the data, most of the students supported mixed
ability grouping compared to ability grouping. This is because learners were able to interact
freely and develop friendships, which would help them improve their performance. Importantly,
the assessment was undertaken in four groups, which concurred with the findings; they suggested
that ability grouping is not beneficial for low-ability novices. Moreover, ability grouping
deprives low-ability students of having the official contact time, which is stipulated on the
institution’s timetable. This means low-ability learners receive no special attention from tutors
either in the form of remedial teaching, or additional assistance. To enhnace ability grouping, it
is advised that the approach makes efforts in improving the quality and quantity of education
provided in the low-ability groups.

ABILITY GROUPING IN PRIMARY SCHOOLS 3
INTRODUCTION
1.1 Introduction
Ability grouping refers to scholars getting assigned in various classes or groups
depending on their ability, or academic performance. Majority of the groupings focus on
academic achievements of novices, while sometimes it is based on the learning style and subject
(Palaniappan, n.d.). Although most of the ability grouping has emerged as a significant problem
in tutee’s academic performance, it has some benefits. This article focuses on issues linked to
ability grouping, what types of groupings exist, and the merits and demerits of utilizing this
approach in achieving learning objectives. Additionally, some possible solutions are provided to
challenges facing the technique.
1.2. Professional Learning Journey and Teaching and Learning Context
Currently, l am studying a Bachelor’s degree in Education as a part-time undergraduate
scholar, which began in 2014. I completed my previous schooling years in Darling Downs,
Australia, where I am currently working as a pre-service teacher within my community. This has
assisted me in practicing my teaching skills such that l can relate well with my learners.
Conversely, being a pre-service teacher, provides a tutor a better chance of being formally
employed by the government as experience is vital. Also, gaining a competitive advantage as a
teacher in such an area enables her to have a better chance of getting employed permanently in
the city as most graduates are required to gain experience by working in remote areas.
Although English is not my first language, my articulation of English words has helped in
boosting my career as l can relate well with people. Thus, my communication skills help in
formally presenting myself, especially for interviews, in a school board meeting, and the

ABILITY GROUPING IN PRIMARY SCHOOLS 4
classrooms. Before selecting this degree, l made some poor choices that have wasted some of my
years, which l would have spent pursuing my passion. When l was 20, l joined an IT school in
Darling Downs, but after six months, l dropped the course after l realized that it was not my
passion. This is because l was never good at sketching, or cutting fabrics. In spite of the support
from my parents to pursue the career, l had to drop it; this was unfortunate as l had wasted
resources that would have benefited other siblings.
Most people ask how l managed to get a chance as a pre-service teacher in a primary
school within Darling Downs. Well, l had to act as a volunteer in the primary school after
completing my first year; the chance was handed as the institution was short on staff, particularly
in Chemistry as it is a tough subject. During my time as a volunteer in the school, l was never
paid, so my parents had to chip in. They provide me with transport fare, sometimes lunch money,
which was never enough as l have other siblings who need the money more. After eight months,
l was positioned as a pre-service tutor as my students’ performance improved as l used streaming
in class sessions. Currently, I am in my third year in university, while also a pre-service teacher,
which has given me experience in understanding how to relate with students, and how to assess
their ability effectively.
1.3 Research Problem
From working in a primary school located in Darling Downs, l learned that most remote
institutions across these areas find it hard to recruit pedagogies even after graduating in good
universities. In addition, during my time in the primary school, l have supervised other tutors,
which has made me wonder whether ability grouping will enhance tutee development, or if
ability grouping makes it easier for the teacher to assess each group. One tutee l observed was
putting learners in distinct groups based on their ability, which looked unprofessional. This is

ABILITY GROUPING IN PRIMARY SCHOOLS 5
because students who had high academic performance rates were placed in one distinct group,
while those who performed relatively low were also classified in their own. Some of the tough
subjects such as Chemistry and Mathematics need careful assessment, and placing separating
smart students from slow learners was unprofessional as both groups need it other to improve the
performance of the whole class. I happened to visit another teacher and asked her regarding her
stand on ability group as a means of improving student performance. The latter disagreed with
this as she prefers mix group ability will enhance the performance of the whole class. This
teaching experience has made me undertake a thorough search on whether different class
groupings enhance the scholars’ skills such that they attain learning objectives, or if learners
should be set as a group ability.
1.4 The importance of Research to Education and Personal Learning Journey
Research plays a vital role in education and the tutor’s learning journey such that it
enables her to contribute directly to providing answers to questions regarding good teaching
practices (Jasman, 2010). Such ideas may be useful in giving the teacher a better understanding
of educational phenomena. Also, the latter may directly base their arguments regarding good
teaching practices. Therefore, research conducted by novices is essential as it progresses their
ability to make comprehensive professional judgment in connection to their profession (Hine,
2013). Alternatively, research is fundamental in the teaching practice such that pedagogy may
not make suggestions of specific analysis, but have critically evaluated answers. Thus, a vital
part of a teacher’s knowledge is to be sensitive to what is appropriate, and effectively implement
each distinct circumstance. Hence, pedagogies can take what they have learned from the
research, and apply it in their class session to better their practice, and improve student’s
outcomes.

ABILITY GROUPING IN PRIMARY SCHOOLS 6
In connection with my teaching and learning journey, l realized that research is beneficial
in-class teaching and learning such that it provides me with an appropriate approach that
enhances my teaching. Thus, a specific procedure that l implemented in my teaching and
learning is the “LAUSD Framework.” According to Los Angeles Unified School District (2018,
p.1), “The LAUSD Teaching and Learning Framework describes clear expectations for effective
teaching, identifying exemplary practices that will enable us to meet our goal of all youth
achieving.” Moreover, the technique assisted me in preparing all my scholars to be successful,
and productive in the modern society. Therefore, the framework acts as my guidance in
analyzing, reflecting, and improving my teaching practice independently, or with my colleagues.
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Literature Review
Bolick, K.N., & Rogowsky, B.A. (2016). Ability grouping is on the rise, but should it be?
Journal of Education and Human Development. Retrieved from
https://www.researchgate.net/publication/310387568_Ability_Grouping_is_on_the_Rise
_but_Should_It_Be
Bolick and Rogowsky presented this paper on ability grouping and if it should be
recommended. The latter suggests that the classroom organizational approach is utilized
by teachers who would like to meet personal learner’s needs, enhancing scholar learning,
and increase test performance. Unfortunately, there is opposition regarding the approach
as tutors who do not practice it occasionally question its effectiveness. They believe it has
adverse outcomes on learner improvement and self-concept, which makes such novices to
prefer teaching “whole-group instructions.” According to Bolick and Rogowsky (2016),

ABILITY GROUPING IN PRIMARY SCHOOLS 7
the review of this research literature determines the effectiveness of ability grouping on
kindergarten through grade six scholars. Mainly, the survey evaluates what ability
grouping consists of, and the various approaches for implementing it at the elementary
level. Furthermore, the authors’ investigated the effects of the classroom organizational
plan on the academic achievements of on level, and below level primary scholars. In
addition, the article explores how ability grouping impacts the social and psychological
welfare of young learners.
Johnson, A. (2016). Homogeneous grouping and its effectiveness in the elementary school
setting. Doctoral dissertation, Carson-Newman University.
The Department of Education researched the article at Caron-Newman University. The
study indicates that homogenous grouping is used to differentiate guidelines as a way for
scholars to get the academic achievement. Thus, the purpose of implementing the
classroom management approach is to increase learner’s progress by offering guidelines
at their present academic state. However, the strategy has faced criticism from other
research concerning the impact of homogeneous placement, and its connection with
tutees’ academic performance. John (2016) suggest that the main aim of the research was
to confirm whether there was a statistically significant difference between elementary
learner academic achievement in grades three to five based on their placement in a
classroom setting. During the research, data was collected from the “Tennessee
Department of Education website” and the “Pearson Published Reports for the 2014-
2015” school year. Once the information was collected, a two sample “Z-test” was used
to determine whether there was a massive difference between tutees who received
guidelines in a homogeneous setting, and those who never did. The results of the study

ABILITY GROUPING IN PRIMARY SCHOOLS 8
suggested that there was a significant difference in students’ proportions in two of four
sections, concerning the grouping implemented. Alternatively, a significant difference
was noted in Mathematics.
2.2. Theory Framework
Qualitative data analysis was my primary approach to assessing whether ability grouping
is the best for classroom organizational planning. During my survey, a high percentage of
scholars from primary schools practicing nearly complete mixed group ability expressed their
preference for the strategy compared to respondents within partly settled or settled institutions.
Also, the former were contented with their class placement among learners taught in
heterogeneous groups (Baker, 2018). Ironically, the majority of students in bottoms for all taught
subjects preferred mixed classes compared to those in the top and middle sets. The bottom set
students stated that the most common merit of the classroom organizational approach is that it
gives them a chance to socially mix, build friendships, enhance cooperation, and promotes
equality of learning chances (Heltemes, 2009).
2.3 The Research Question
Does streaming in primary institutions affect tutees’ ability in achieving learning objectives?
Objective:
 Research on the advantages and disadvantages of using streaming in classroom
 What is the type of streaming, and what is the solution to the challenges
 The merits of mixed group ability

ABILITY GROUPING IN PRIMARY SCHOOLS 9
METHODOLGY
3.1 Research Methodology
This paper focuses on using two types of research techniques; the pilot phase of the
research, and online method. The pilot phase of the research study focuses on interviews that
were conducted on each student and in groups. The best method selected for the research study
was collecting information online as it is quicker (Clarqvist, Andersson, and Zwart, 2017). In
addition, backing up my lecturer findings would be easy as l would conduct an online survey to
gather quantitative data from tutors through the Facebook group. This is made possible by taking
Poll votes, which l will use the same questions in comparing the results with what l had
previously obtained from the interviews.
3.2 Ethics Considerations
My topic “Ability grouping in primary schools” focuses on online statistic survey by
voting, utilizing paper voting for learners, and online for tutors. Notably, my approach does not
require any private data, such as names and addresses. My research study considers “privacy
statement” at the beginning of the questionnaire, which outlines which data will be requested,
and how it will be used (Fox, n.d.). This allows the novices and teachers to make a well-thought
decision on whether they would like to contribute to the survey and provide the necessary data.
DISCUSSION
4.1 Analysis of Data
Support for Mixed Ability
Grouping
Support for Ability Grouping

ABILITY GROUPING IN PRIMARY SCHOOLS 10
Group1
(Age 4 to
7)
10
Group2
(Age 7 to
10)
10 10
Group3
(Aged 10
to 13)
10
Group4
9Aged 13
to 17)
30 10
Total
score
60 20
Interviews 1 2 3 4 5 6 7 8 9
Mixed
Ability
grouping
Yes No Yes Yes No Yes Yes Yes Yes
Ability
grouping
No Yes No No No No Yes No No

ABILITY GROUPING IN PRIMARY SCHOOLS 11
The data set comprises information from four group discussions, and nine individual
interviews with a total of 80 scholars aged 4 to 17(Year9 to 12). The information gathered is
drawn from one state, Queensland, and four other institutions. As a pre-service tutor, l will
collect their survey and check the average number of student, and what their opinion on being in
heterogeneous groups. Importantly, data was analyzed progressively to determine the key theme
that emerged from them. This provided me with an opportunity to confirm with the respondents
if the analysis was indeed representing their thoughts on heterogeneous groups.
The group data is based on a combination of aged groups who were asked their thoughts
about mixed ability grouping and ability grouping. From the data, at least 60 students supported
mixed ability grouping, while 20 supported ability grouping. Contrary, the nine interviews were
conducted individually, where mixed ability grouping was supported by at least seven students
who were interviewed. On the other hand, ability grouping was only approved by two students
from the individual interviews conducted.
4.2 Interpretation of Data
This represents my intuitive and speculative interpretation of what the data means. I
assessed the data based on literature that had initially been reviewed on ability grouping, and
principles of education. In contrast, based on the theory referred earlier on heterogeneous group
benefits on both low-ability and high-ability tutees, the findings of this study suggest that both
low and high-ability students benefit from mixed grouping ability (Chisaka, and Vakalisa, 2003).
Additionally, the assessment was undertaken in four groups, which concurred with the findings;
they suggested that ability grouping is not beneficial for low-ability novices (Pospíšilova, 2008).
4.3 Findings

ABILITY GROUPING IN PRIMARY SCHOOLS 12
Statements of scholars during the interviews attest to their displeasure in the ability
grouping strategy. Contrary, high-ability tutees supported the approach as they were mostly
attended to by the teacher, which led to the neglect of low-ability scholars. Alternatively,
pedagogies did not support ability grouping as it was depressing to teach low ability classes.
Chisaka, and Vakalisa (2003, p.180) assert, “In short, learners assigned to these lower streams, as
they were also described, were assigned to eternal failure.” One of the administrators suggested
that some low-ability streams were made up of mediocre to poor novices who teachers have to
entertain such that they can acquire education basics. Hence, ability grouping deprived such
students of having an official contact time that was stipulated on the institution’s timetable. This
means low-ability learners receive no special attention from tutors either in the form of remedial
teaching, or additional assistance.
The unexpected finding of ability grouping is that there were reports of neglect of high-
ability tutees by teachers who failed to attend lessons (Row, 2016). From my research, the lack
of professionalism among instructors had a more severe repercussion compared to ability
grouping. According to some unprofessional teachers, teaching low-ability learners was a waste
of their time as the students were not able to learn anything. In contrast, the latter stated that
teaching high-ability groups were not necessary.
4.4 Recommendations
To improve ability grouping, it is recommended that the strategy makes efforts in
enhancing the quality and quantity of education provided in the low-ability groups. Also,
homogeneous groups need to motivate low-ability groups while learning, which creates a
conducive academic climate that may boost their performance (National Association for Gifted
Children, 2017). Conversely, supporting all groups equitably will ensure that no group feels

ABILITY GROUPING IN PRIMARY SCHOOLS 13
disadvantaged. Additionally, if learning chances are made independent depending on the ability
of the group, then instructors are at liberty to develop more homogeneous groups to improve gear
guidelines depending on the student level (Hallinan, Bottoms, and Pallas, 2019).
4.5 Conclusion
The homogeneous group refers to tutees getting assigned in various classes or groups
depending on their ability, or academic performance. Despite have some advantages, the
program is a drawback for low-ability learners as it leads to neglect and isolation of non-
performers. Alternatively, qualitative data on the ability grouping was collected through an
online survey, which was efficient as it saves time and resources.

ABILITY GROUPING IN PRIMARY SCHOOLS 14
References
Baker, N. (2018). Grouping students by ability: Is there a difference in academic achievement?
University of Victoria. Retrieved from
https://dspace.library.uvic.ca/bitstream/handle/1828/9234/Baker_Nicole_MEd_2018.pdf?
sequence=1&isAllowed=y
Bolick, K.N., & Rogowsky, B.A. (2016). Ability grouping is on the rise, but should it be?
Journal of Education and Human Development. Retrieved from
https://www.researchgate.net/publication/310387568_Ability_Grouping_is_on_the_Rise
_but_Should_It_Be
Chisaka, B. C., & Vakalisa, N. C. G. (2003). Some effects of ability grouping in Harare
secondary schools: a case study. South African Journal of Education, 23(3), 176-180.
Clarqvist, B., Andersson, L., & Zwart, J. J. (2017). Benefits of using offline & online methods in
the internationalization process: A study of e-commerce companies in Sweden.
Fox, D. (n.d.). The benefits of having a Terms and Conditions and privacy policy on your
website. Idea. Retrieved from https://www.ideamktg.com/blog/benefits-terms-conditions-
privacy-policy-website/
Hallinan, M., Bottoms, E., & Pallas, A.M. (2019). Ability grouping and student learning.
Brookings Institution Press. Retrieved from
https://www.jstor.org/stable/pdf/20067255.pdf
Heltemes, L. (2009). Social and academic advantages and disadvantages of within-class
heterogeneous and homogeneous ability grouping.

ABILITY GROUPING IN PRIMARY SCHOOLS 15
Hine, G. (2013). The importance of action research in teacher education programs. Issues in
Educational Research. Retrieved from
https://www.researchgate.net/publication/269406979_The_Importance_of_Action_Resea
rch_in_Teacher_Education_Programs
Jasman, A. (2010). A teacher educator’s professional learning journey and border pedagogy: A
meta-analysis of five research projects. Professional Development in Education.
Retrieved from
https://www.researchgate.net/publication/240543768_A_teacher_educator's_professional
_learning_journey_and_border_pedagogy_A_m
Johnson, A. (2016). Homogeneous grouping and its effectiveness in the elementary school
setting. Doctoral dissertation, Carson-Newman University.
Los Angeles Unified School District (2018). Teaching and learning framework. Los Angeles
Unified School District. Retrieved from
https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/433/EDSNCT
%20Teaching%20and%20Learning%20Framework.pdf
National Association for Gifted Children (2017). Ability grouping and acceleration can help
teachers and school leaders. National Association for Gifted Children. Retrieved from
https://www.nagc.org/blog/ability-grouping-and-acceleration-can-help-teachers-and-
school-leaders
Palaniappan, A.K. (n.d.). Ability grouping and academic achievement. University of Malaya.
Retrieved from

ABILITY GROUPING IN PRIMARY SCHOOLS 16
https://www.researchgate.net/publication/242491276_Ability_Grouping_and_Academic_
Achievement
Pospíšilová, R. (2008). Teaching in Heterogeneous classes. Doctoral dissertation, Masarykova
univerzita, Pedagogická fakulta.
Row, M. E. (2016). An investigation into the experiences of pupils in ability and mixed ability
grouping in an independent secondary girls’ school (Doctoral dissertation, Brunel
University London).