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It is common practice within primary classrooms for teachers to spilt children into different ability groups so that children of similar level are taught together Its impacts are the same. Whilst this practice is used across the globe, research is mixed on the benefits of such grouping strategy.
Previous studies mostly focused on the effects of ability grouping on learning performance in a single layer task In this review, grouping types are addressed as ability grouping practice since no matter what kind of grouping is embedded in education institutes Therefore, it is required to investigate the differences between groups with various ability levels at each stage in the multitasking cps activity.
This study used a mixed methods design to consider the following
Teachers assign students to ability groups to ensure that the curriculum they receive is suitable for their academic preparation and to expose them to new material at a level that they can comprehend Ideally, ability grouping should maximize student learning In practice, ability grouping falls far short of its goal. The advantages and disadvantages of ability grouping for student achievement are strongly contested, with studies presenting different results
Allocating students into separate classes within a school depending on their “ability” is common in many countries This paper presents a theoretical discussion of the practice, considering why it persists despite a long history of research emphasizing consequential problems.
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