| Summary: | This study describes my experience 111 the research 1 conducted in two Harare
secondary schools in which the interpretive ethnographic qualitative research
methodology was used. The objective of the research was to assess the infuence of
ability grouping on learners, given that ability grouping is a common practice in
Zimbabwean schools. In particular, this study sought to find out how this practice
affected classroom instruction, learner performance and the social relationship among
learners.
This study was conducted over three months at each of the schools, during which
time formal interviews with teachers, administrators and learners, were conducted.
These were complemented with informal conversations, where relevant comments
were noted. Observation and limited participation in the two schools were also
employed as means of collecting data. Analysis of documents was also done to
supply more data about the practice and how it was implemented.
As customary with qualitative research, I, as the researcher, was the instrument for
data collection. Data were analysed by identifying themes which emerged from the
statements of the respondents, and interpretation was done using the mechanism of
thick description of what the respondents said and did during the interviews and
observation, and what the documents had to say about this practice.
I, as researcher, concluded from this study that ability grouping had a negative effect
on classroom instruction for the low ability groups, since teachers tended not to
prepare thoroughly for them. There was also a tendency among high ability groups
to look down upon the low ability groups and to stigmatise them as "those who do
not want to learn." Naturally this created a counter reaction from the low ability
groups, making social relationships between members of the groups sour. l, as
researcher, recommend a re-examination of this practice by the schools, with a view
to either discontinue it or to work out mechanisms to remove the negative factors. === Educational Studies === D. Ed. (Didactics)
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