The effect of intraclass ability grouping on arithmetic achievement in the sixth grade
AbstractThe purpose of this study was to determine the outcomes of intraclass ability grouping vs. nongrouping procedures. 4 classes of 6th-grade students were matched on arithmetic achievement and taught by 4 different teachers. Each teacher taught his class for one semester with grouping and for the other semester with nongrouping. Achievement tests of equivalent forms were given at the end of each semester. The analysis of covariance yielded the following findings: no significant difference was found between grouping and nongrouping procedures. Significant differences were found between students and between teachers, one teacher achieving a considerably higher student performance than the others.