An Analysis of the Achievement Gains Made By Students in Ability-Grouped Vs. Random-Grouped Classroom Units
Because of the rapid advancements being made in the field of knowledge, educators, as well as those in other fields, must periodically take inventory. Current practices, policies, and methods must be carefully scrutinized to determine if they are the most effective. The group or class method of inst...
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| Format: | Others |
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DigitalCommons@USU
1962
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| Online Access: | https://digitalcommons.usu.edu/etd/5566 https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=6626&context=etd |
| Summary: | Because of the rapid advancements being made in the field of knowledge, educators, as well as those in other fields, must periodically take inventory. Current practices, policies, and methods must be carefully scrutinized to determine if they are the most effective. The group or class method of instruction is one such area.
The current philosophy of education held in many parts of the United States today places a great deal of importance upon the individual child. Numerous programs have been inaugurated to give the individual child as much attention as possible and still be able to have a class large enough to be practical financially. This task becomes increasingly difficult when the range of abilities within each classroom is so great. It isn't uncommon in the upper elementary and secondary classes to find a spread of from six to nine years difference in ability or achievement within one classroom.
Not only do we have the problem of range within the classroom, but with the increasing school population of today, classes have grown to a prohibitive size. Add these and other problems that stem from the pressures of present day society together, and even with the best possible teacher, we get only average results. |
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