The Analysis of Teaching Effects Displayed by Ability-Grouped Class Assignment--Based on Senior High Students' Learning Performances

• Main Authors: Kan,Pui-Keng, 簡佩琼
• Other Authors: Lin, Wen Ying
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/85544280636143845105

碩士 === 佛光人文社會學院 === 心理學系碩士班 === 94 === This study discusses on the problems arising from the methods applied to the studies aiming at the influences of ability grouping on students’ performance. Based on the above mentioned, this study will propose designs and research results so as to clarify the substantially educational results brought by ability grouped class assignment. A senior high school conducting ability grouped class assignment is selected as object for the study. The learning results of a total of 1907 students in six sessions are collected. Their learning results of students in high-grade class and low-grade class at early and later periods of ability grouped class assignment are analyzed. Such analysis aims at finding out the influences of ability grouped class assignment on the learning results of both groups. The methods for analyzing the data are as follows: (1) relative level movements and relative mark changes of students in a group, especially for the subjects like Chinese, English and Math, after conducting ability grouped class assignment. The trends in “homogeneity” and “heterogeneity” shown from the students are also analyzed. (2) Make comparisons between the top 30% and bottom 30% of students in high-grade class and low-grade class. (3) Analyze if significant progress or backslide is shown in the average learning results of students in high-grade class and low-grade class after conducting ability grouped class assignment for two years. The study takes relative level movements and relative mark changes shown from the students in both groups as indexes. The findings are as follows: (1) Comparisons among classes: no significant progress of students in high-grade class is shown in addition to backslide in certain years. As to the students in low-grade class, progress is shown in certain years. (2) Comparisons among classmates in a class: students at top 30% in high-grade class from six sessions (years) show backslide while students at bottom 30% in high-grade class show general progress. One interesting finding is that students at top 30% in low-grade class show backslide while students at bottom 30% in low-grade class show general progress. (3) The analysis on the trends of “homogeneity” and “heterogeneity” indicates collectiveness in learning results shown from the students both in high-grade class and low-grade class. Practically speaking, the performance of students in high-grade class or in low-grade class is not widely varied. However, the performance of the bottom 30% of students in high-grade class and the top 30% of students in low-grade class is more significantly varied. Any educational policy should be comprehensive. Students at each level of proficiency cannot be ignored. According to this study, ability grouped class assignment acts negatively to the performance of students at top levels in low-grade class. It is recommended that careful evaluation should be made by schools while considering taking such policy.