Can Heterogenous Grouping within Classrooms Raise Student Achievement Levels More than Homogeneous Grouping?
University
Shawnee State University
Major
Social Sciences
Presentation Types
Oral Presentation
Keywords:
grouping, achievement
Abstract
The purpose for this research is to examine a variety of student grouping strategies and their ability to raise student academic achievement levels. To do this, the researcher used a variety of group activities, within different seating placements, to make the students interact with each other in order to complete the assignment. The research analyzed the students’ performance scores on their chapter tests and compared them to the achievement levels of the first two nine weeks.
Human Subjects
yes
IRB Approval
no
Faculty Mentor Name
Jodi Dunham
Faculty Mentor Title
Professor of Teacher Education
Faculty Mentor Academic Department
School of Education
Recommended Citation
Perry, Jacob, "Can Heterogenous Grouping within Classrooms Raise Student Achievement Levels More than Homogeneous Grouping?" (2020). Celebration of Scholarship. 4.
https://digitalcommons.shawnee.edu/cos/2020/abstracts/4
Can Heterogenous Grouping within Classrooms Raise Student Achievement Levels More than Homogeneous Grouping?
The purpose for this research is to examine a variety of student grouping strategies and their ability to raise student academic achievement levels. To do this, the researcher used a variety of group activities, within different seating placements, to make the students interact with each other in order to complete the assignment. The research analyzed the students’ performance scores on their chapter tests and compared them to the achievement levels of the first two nine weeks.