Ability Grouping in Primary Schools

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