What Do Students Think about Differentiation and Within-Class Achievement Grouping?

Autor/inn/en	Prast, Emilie J.; Stroet, Kim; Koornneef, Arnout; Wilderjans, Tom F.
Titel	What Do Students Think about Differentiation and Within-Class Achievement Grouping?
Quelle	In: Frontline Learning Research, 11 (2023) 1, S.57-93 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Individualized Instruction; Academic Achievement; Foreign Countries; Homogeneous Grouping; Elementary School Students; Mathematics Education; Grade 1; Grade 3; Grade 5; Difficulty Level; High Achievement; Low Achievement; Individual Differences; Netherlands + Suchen Sie Ihr Suchwort? Schülerverhalten; Individualisierender Unterricht; Schulleistung; Ausland; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathematische Bildung; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Schwierigkeitsgrad; Unterdurchschnittliche Leistung; Individueller Unterschied; Niederlande
Abstract	Differentiation and achievement grouping are frequently implemented practices to adapt education to students' varying educational needs based on achievement level. Potential didactical and socioemotional advantages and disadvantages of these practices have been discussed in the literature. However, little is known about the perspective of students themselves. This study examined how Dutch students (N = 428) perceived differentiation and within-class homogeneous achievement grouping in primary mathematics education, with attention for potential differences between students of diverse achievement levels. Students of Grades 1, 3 and 5 completed a questionnaire about various differentiated mathematics activities and (if applicable) within-class achievement grouping. In line with the didactical perspective on differentiation, extended instruction and less difficult tasks were appreciated most by low-achieving students whereas more difficult tasks were appreciated most by high-achieving students. Students of all achievement groups had largely positive attitudes about achievement grouping and about their own achievement group. However, some differences between achievement groups were found, with less favourable results for students placed in low achievement groups. Students' responses to open-ended questions provided additional insights into the reasons behind students' evaluations of differentiation and achievement grouping. Differences between grade levels were also explored. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01