A Comparison of the Effects of Multiage Grouping Versus Homogeneous Age Grouping in Primary School Classes of Reading and Mathematics Achievement.

Autor/in	Mobley, Charles F.
Titel	A Comparison of the Effects of Multiage Grouping Versus Homogeneous Age Grouping in Primary School Classes of Reading and Mathematics Achievement.
Quelle	(1976), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classes (Groups of Students); Elementary School Mathematics; Elementary School Students; Grouping (Instructional Purposes); Heterogeneous Grouping; Homogeneous Grouping; Intelligence; Interviews; Literature Reviews; Nongraded Instructional Grouping; Parent Participation; Practicums; Primary Education; Program Design; Program Evaluation; Reading Achievement; Self Concept; Socioeconomic Status; Teacher Characteristics; Teacher Qualifications + Suchen Sie Ihr Suchwort? Schulleistung; Klassengemeinschaft; Elementare Mathematik; Schulmathematik; Grouping; Gruppenbildung; Homogene Gruppierung; Niveaugruppierung; Streaming; Intelligenz; Klugheit; Interviewing; Interviewtechnik; Elternmitwirkung; Practicum; Praktikum; Praktika; Primarbereich; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Leseleistung; Selbstkonzept; Socio-economic status; Sozioökonomischer Status; Lehrqualifikation
Abstract	The purpose of this study was to compare the effects of multiage and homogeneous age methods of grouping pupils for classroom instruction in the primary department of Beaverbrook Elementary School in Griffin, Georgia. Results were expected to aid the staff in developing a more comprehensive and functional nongraded school. The controlled variable was the method used in grouping pupils. Six homogeneous age and seven multiage classes were established with pupils in their first, second and third years of school. Both groups were pretested and posttested in reading and mathematics achievement and self-concept. First-year pupils' achievement gain was significant at the 0.03 level in favor of the multiage group. Pupils in their second and third years of school showed no significant gain in reading achievement; however, the mathematics gain favored the homogeneous age group and was significant at the 0.02 level. Self-concept gain was significant at the 0.02 level in favor of the multiage group. The data were computed from a random sample of 120 pupils, approximately one-third of the population. A comparison of the two methods of grouping indicated the multiage method to be more appropriate for primary students in the school. A review of selected literature on grouping is included in the document. (Author/MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01