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Book Ability Grouping in Education

Download or read book Ability Grouping in Education written by Judith Ireson and published by SAGE. This book was released on 2001 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ability Grouping in Education provides an overview of ability grouping in education. The authors consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping.

Book Ability Grouping and Its Effects on Achievement and Attitude Toward Mathematics

Download or read book Ability Grouping and Its Effects on Achievement and Attitude Toward Mathematics written by Cynthia L. Cox and published by . This book was released on 1994 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Effect of Homogeneous Ability Grouping in Math Class on Student Achievement and Attitudes about Math

Download or read book The Effect of Homogeneous Ability Grouping in Math Class on Student Achievement and Attitudes about Math written by Kristina Lynn Davis and published by . This book was released on 2012 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this investigation the students in fifth through eighth grades were placed in math classes based on their ability (homogenous grouping). MAP math test scores and teacher input were used to group the students by their ability. This treatment was implemented to see if there was a change in student achievement and to see if there were any student attitude changes about math. The post-treatment results indicated that students MAP test scores varied greatly for each individual but 82% of students increased their scores from the pre to post-treatment. The results indicated that the percent increase in MAP test scores were the highest during the pretreatment. The above grade level students had a 6.5% increase, at grade level had a 5.5% increase, and the below grade level had a 6.8% increase in their MAP test scores. During the post-treatment the group of students that were most affected by the ability grouping were the above grade level students. They had a 4.2% increase in their MAP test scores during the treatment year. The students that were at grade level had a 2.3% increase in their MAP test scores. The students that were negatively affected by the ability grouping were the below grade level students. They increased their scores by .3% in the treatment year. AIMSweb Concepts and Applications increased following the treatment from 8.1% to a 16% increase in the test scores. AIMSweb Computation scores decreased in overall percent gains from a 17.7% to an 11.1% following the treatment. Students' attitudes about math were more positive after the treatment but the students said that there was little benefit to their science class when they were in ability groped math class.

Book The Effects of Within Class Ability Grouping on Primary Students Academic Achievement

Download or read book The Effects of Within Class Ability Grouping on Primary Students Academic Achievement written by Hiu-Wing Michelle Wu and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effects of Within-class Ability Grouping on Primary Students' Academic Achievement" by Hiu-wing, Michelle, Wu, 胡曉穎, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Ability 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. Subjects: English language - Study and teaching (Primary) - China - Hong Kong Ability grouping in education - China - Hong Kong Academic achievement - China - Hong Kong - Psychological aspects

Book Some Effects of Grouping by Subject Matter Major on Student Performance in College Calculus

Download or read book Some Effects of Grouping by Subject Matter Major on Student Performance in College Calculus written by Ronald R. Steffani and published by . This book was released on 1970 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: This investigation was designed to determine the general achievement, ability to solve applied problems, and attitude toward the role of mathematics in science of college calculus students grouped in an experimental class according to academic major during their first three terms. The subgroups were biology-business, mathematics, and science-engineering majors. The effects of grouping upon these abilities and attitude were examined by comparing group mean test scores of the grouped students to those of a non-grouped control class. Subgroups between and within the control and experimental groups were compared in order to further assess the effects of grouping on calculus achievement, ability to solve applied problems and attitude toward the role of mathematics in science. Criterion tests were the Cooperative Calculus Test, Form B, the Applied Problem Test and the Math-Science Attitude Inventory, the latter two constructed by the researcher. Since the study was a post-test only design, the criterion instruments were administered to the control and experimental groups at the end of their respective Spring terms. One factor analysis of covariance using CCT and APT group means was used to statistically test the null hypotheses. Combined overall high school and mathematics grade point averages were applied as covariant control for academic achievement and ability. One factor analysis of variance using MSAI group means was used to statistically test the remaining null hypotheses, F ratios were computed and evaluated to determine whether differences in group means on the criterion instruments were significant. The data were further analyzed to determine correlations among several variables. Findings The following conclusions were drawn from the data analyzed in this investigation: 1. Grouping college calculus students by academic major resulted in significantly (10 and 20 percent levels) greater calculus achievement and ability to solve applied problems by the experimental group, 2. Subgroups of the experimental group did not consistently differ significantly from subgroups of the control group in calculus achievement nor in ability to solve applied problems. 3. Subgroups within the control group exhibited marked differences in calculus achievement and ability to solve applied problems. 4. Subgroups within the experimental group did not exhibit significant differences in calculus achievement nor ability to solve applied problems. 5. The control and experimental group did not differ significantly in their attitude toward the role of mathematics in science. 6. Mathematics majors in calculus have a more positive attitude toward the role of mathematics in science than do science or biology-business majors. 7. The MSAI effectively measures the attitude of calculus students toward the role of mathematics in science. 8. The APT effectively measures the ability of calculus students to solve applied problems. 9. Team teaching at the college level can effectively be designed and implemented.

Book The Impact of Ability Groups on Student Mathematics Achievement

Download or read book The Impact of Ability Groups on Student Mathematics Achievement written by Kovi Christiansen and published by . This book was released on 2012 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to evaluate data on ability grouping for sixth grade students and whether improvements could be linked to ability-grouped students.

Book School Meals Educational Achievement and School Competition

Download or read book School Meals Educational Achievement and School Competition written by Christel Vermeersch and published by World Bank Publications. This book was released on 2005 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vermeersch and Kremer examine the effects of subsidized school meals on school participation, educational achievement, and school finance in a developing country setting. They use data from a program that was implemented in 25 randomly chosen preschools in a pool of 50. Children's school participation was 30 percent higher in the treatment group than in the comparison group. The meals program led to higher curriculum test scores, but only in schools where the teacher was relatively experienced prior to the program. The school meals displaced teaching time and led to larger class sizes. Despite improved incentives, teacher absenteeism remained at a high level of 30 percent. Treatment schools raised their fees, and comparison schools close to treatment schools decreased their fees. Some of the price effects are caused by a combination of capacity constraints and pupil transfers that would not happen if the school meals were ordered in all schools. The intention-to-treat estimator of the effect of the randomized program incorporates those price effects, and therefore it should be considered a lower bound on the effect of generalized school meals. This insight on price effects generalizes to other randomized program evaluations. This paper--a product of the Poverty Reduction and Economic Management 2, Africa Technical Families--is part of a larger effort in the region to increase our understanding of the impact of programs aimed at reaching the Millennium Development Goals.

Book The Impact of Math Ability Grouping on Second Grade Student Growth

Download or read book The Impact of Math Ability Grouping on Second Grade Student Growth written by Cristil Rogers and published by . This book was released on 2012 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many research studies that support ability grouping, oppose ability grouping, and several that are neither for nor against this strategy. Therefore the basis for my research stems from the essential question, does ability grouping improve the assessment scores of students? For this study the second grade math assessment scores of two classrooms were analyzed. One study group was exposed to between-class ability grouping while the other group was exposed to within-class ability grouping. These two strategies were the primary grouping method for math instruction in these two separate environments. The pre- and post-test assessment scores of the Place Value District Common Assessment were used as the measurement tool to compare the results for each group. Through this action research one can conclude that the effects of grouping students by ability level in both with-in class and between-class groups lends to similar results. There is no evidence from this study that suggest using any type of ability grouping has a negative effect on academic growth.