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This article describes the experiences of the first author in the research he conducted in two Harare secondary schools. The objective of the research was to assess the influence of ability grouping on learners. In particular, the research sought to examine how this practice affected classroom instruction, learner performance and the social stratif...
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... Some respondents also perceived that low-ability students get depressed and are tempted to cheat just to obtain a higher grade. Congruent with the findings of Chisaka and Vakalisa (2003), respondents noted that the quality of instruction in the lower ability groups is inferior. A few respondents pointed out disadvantages mainly for highability groups. ...
This study investigated the perceptions of middle and high school students in a private international school in Indonesia toward ability grouping practiced in the school. A total of 640 students from middle school (grades 7–9) and high school (grades 10–12) responded to the ability grouping questionnaire constructed by the researchers. The findings indicated that the respondents had a neutral perception of ability grouping. There was no significant difference between male and female students’ perceptions. Similarly, there was no significant difference between low, middle, and high-ability students’ perceptions of ability grouping. However, there was a statistically significant difference in students’ perceptions when grouped according to grade levels. Responses to the open-ended items of the survey revealed that the majority of the respondents perceived ability grouping as more disadvantageous, especially for low-ability students. Implications of the findings and recommendations for further research were stated.
... In Zimbabwean schools, labelling has been prevalent in various forms (see, e.g., Riddel & Nyagura 1991;Chisaka & Vakalisa 2003;Mufanechiya & Mufanechiya 2011;Matavire et al. 2012). The demerits of streaming have been found to include disadvantaging especially lowability learners, while negatively labelling the teachers who teach them. ...
... Further, Mufanechiya and Mufanechiya (2011, 101) note that the labelling of learners has led to the 'segregation' of low-ability learners within the curriculum. In addition, Chisaka and Vakalisa (2003) conclude that ability grouping does not improve teaching or instruction and learning, but instead encourages unhealthy social stratification where learners in high-ability classes and those in low-ability classes feel they have nothing in common, even outside of their segregated classrooms. By contrast, numerous Zimbabwean researchers, such as Chisaka and Vakalisa (2003), Mufanechiya and Mufanechiya (2011) and Matavire et al. (2012) have indicated that labelling benefits learners in high-ability classes. ...
... In addition, Chisaka and Vakalisa (2003) conclude that ability grouping does not improve teaching or instruction and learning, but instead encourages unhealthy social stratification where learners in high-ability classes and those in low-ability classes feel they have nothing in common, even outside of their segregated classrooms. By contrast, numerous Zimbabwean researchers, such as Chisaka and Vakalisa (2003), Mufanechiya and Mufanechiya (2011) and Matavire et al. (2012) have indicated that labelling benefits learners in high-ability classes. ...
... The qualitative findings shed light on the students' preferences of heterogeneous grouping despite no significant difference between the groups. As Chisaka and Vakalisa (2003) stated, "Heterogeneous grouping has more to offer through strategies like co-operative learning, peer coaching and small groups discussion all of which can be explored and used to create good social relationships among learners of different learning abilities" (p. 180). ...
Teachers, from primary schools to college, experience challenges regarding both
increased class sizes and a greater diversity of students having a broad spectrum
of abilities, interests, needs, and goals. The aim of this paper is to investigate the
effect of cooperative learning through Cooperative Problem-Solving (CPS) activities
on homogenous and heterogeneous grouping in an engineering course. As a
mixed method design, the study utilized both quantitative and qualitative data.
The participants, 47 engineering students selected conveniently, were enrolled in a
communication systems course. The analysis of the quantitative data indicated that
no significant difference (p= .791) exists between the ways in which the students in
homogenous and the students in heterogeneous group understand communication
systems. In order to reveal the perceptions of students regarding the implementation,
they were interviewed at the end of the semester. The qualitative data obtained from
these interviews suggests that students prefer heterogeneous to homogenous grouping.
The findings also imply that further research should concentrate on heterogeneous
grouping strategies and more detailed qualitative data in order to reveal what kind
of patterns emerge from students’ interactions in different groupings.
... According to Chinyoka (2011) the controversy whether ability grouping facilitates efficiency in teaching and learning has naturally stimulated research, but so far has been largely inconclusive. To many learners, ability grouping is considered a sensible response to academic diversity which yields positive results, addresses the needs of individual children and improves achievement of the higher and lower streams whilst to others, the practice has harmful, unintended consequencies and should be abandoned (Kulik and Kulik, 2007, Oakes, 2005and Chisaka and Vakalisa, 2003. ...
... Contrary to the positive dimensions of streaming in schools, Chisaka and Vakalisa (2003) found that ability grouping deprived learners of even the official contact time that was reflected on the schools time tables. This is because learners in the low ability group received no special attention from teachers either in the form of additional assistance or remedial teaching that is often alleged by supporters of ability grouping. ...
... An unexpected finding by Chisaka and Vakalisa was that of the apparent neglect of the high ability learners as well as teachers who did not turn up in class for the lessons they were supposed to give. Apparently, according to these teachers, it was a waste of time to teach the low ability classes because learners in those classes were incapable of learning anything, and it was not necessary to teach the high ability groups because they could learn on their own (Chisaka and Vakalisa 2003). Fabien (2010) argues that lower ability students are easily demotivated in a streamed class and may react in a number of ways such as withdrawal, rebellion, indiscipline and truancy. ...
In Zimbabwe, there is no policy that promotes the phenomenon of mainstreaming in schools, and yet the practice is widespread in most secondary schools. Mainstreaming is the act of grouping students by ability range that is those with high intelligence quotients (IQs) are placed in the same classroom and those perceived to be slow learners also grouped on their own. This study investigated the perceptions of pupils from three secondary schools in Bulawayo province of Zimbabwe. A qualitative methodology was followed in conducting the study. The researchers conducted in-depth interviews with the purposively selected pupils. The major findings revealed that those pupils in high performing classes felt that streaming should be an ongoing exercise as it promotes cooperation, hard-work and good results and yet those in the lower streams had negative attitudes towards streaming. Learners placed in low ability classrooms believed that teachers and learners in high ability classes discriminated them. The study recommends that since streaming is inevitable, the best and experienced teachers should be allocated to teach the lower stream classes so that they use their knowledge and expertise to help the students improve their performance. There should also be counselling and guidance offered to pupils to explain the positive aspects of streaming.
Pengelompokan siswa di sekolah berdasarkan kemampuan siswa atau prestasi masa lalu telah dibahas sejak lama tetapi masih relevan dengan konteks pendidikan saat ini. Sistem seperti itu telah dipromosikan oleh beberapa peneliti pendidikan karena manfaatnya bagi siswa dan guru. Di antara manfaatnya adalah efektivitas pengajaran mengingat guru akan memiliki siswa dengan kecepatan belajar yang homogen dan memungkinkan sekolah untuk memberikan dukungan yang lebih baik bagi siswa yang berkemampuan lebih rendah. Di sisi lain, para ahli lain menentang metode tersebut dengan menyarankan bahwa itu akan mempromosikan segregasi sosial dan menurunkan motivasi siswa dengan prestasi masa lalu yang lebih rendah karena mereka tidak akan memiliki kesempatan untuk melihat ke rekan-rekan mereka yang lebih baik yang duduk di kelas yang sama. Artikel ulasan ini akan merangkum pemahaman terkini tentang masalah ini baik dari sudut pandang, pro dan kontra.Kata Kunci: Ability Grouping; Pembelajaran; Metode Pembelajaran Grouping students in schools based on students’ ability or past achievements has been discussed for ages but still relevant to recent educational context. Such system that has been promoted by some educational researchers due to its benefit for students and teachers. Among the benefits are effectiveness of instruction considering that teacher will have students with homogenous learning pace and allowing school to give better support for lower-ability pupils. On the other hand, other experts are against the method by suggesting that it will promote social segregation and demotivate students with lower past achievement as they will not have a chance to look up to their better peers sitting in the same class. This review article will summarize current understanding of the issue in both point of view, the pros and cons.
Perhaps most striking—and frustrating and dismaying—about the World Bank’s 2020 education strategy (World Bank, 2011) is the tension between its title, Learning for All, and its content. Learning for All, it turns out, has hardly anything to say about learning.
Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. In South Africa, the provincial Western Cape Education Department (WCED) responded to the implementation of inclusive education by introducing a learning support model that was designed to systemically deal with barriers to learning in some primary schools in the province. The purpose of this study was to evaluate the learning support model that was introduced in some primary schools in the Western Cape with specific reference to schools within the West Coast/Winelands district. The evaluation was located in a comprehensive mixed methods research design, which focused on the evaluation of both process and outcomes of the learning support model. The evaluation was done sequentially in three phases: Phase one consisted of a comprehensive literature review. Phase two focused on both quantitative and qualitative data collection and analysis (through questionnaires containing both closed- and open-ended questions). The focus in Phase three was on follow up semi-structured focus group interviews. The participants were drawn from all primary schools situated within the boundaries of the West Coast/Winelands district and where the services of a learning support teacher (full-time or itinerant) were available. While learning support teachers were selected through purposive sampling, mainstream teachers were systematically selected. The four primary schools and learning support teachers that participated in the focus group interviews were systematically selected. Findings indicate that the current learning support model used in the West Coast/Winelands area does not provide effective learning support to all learners experiencing barriers to learning in mainstream primary schools. Constraints that contribute to this situation can be identified on all levels of the education system including the macro and micro systems. By mapping the findings from the data against the literature review, the researcher recommends that the provision of learning support should be addressed systemically from within a whole-school approach, taking into account local contextual factors impacting on the school. In conclusion a model for the improvement of learning support service delivery within a wholeschool approach is provided. Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2006.
