Die invloed van klasindeling op die houding van swak presteerders in standerd 4–5

Abstract

The purpose of this study has been to compare the advantages and disadvantages of ability grouped classes with that of heterogeneous grouping of students in primary schools, and secondly, to investigate empirically the effects of homogeneous grouping on standard 5 pupils' attitudes towards school matters. The conclusion reached from the study of literature was that there is still widespread disagreement among researchers on this topic. It seems as if a combination of both grouping methods may be the answer to the grouping problem. Analysis of the effects of alternative grouping methods suggests that ability grouping Is most effective when done for only a few subjects, with students remaining In heterogeneous classes for most of the lime. From the research data it was concluded that homogeneous grouping affected only the low achievers' attitudes positively, while that of high achievers had not statistically significant been affected. The attitudes or students in the heterogeneous class had also not been affected. II was concluded further that there was no connection between Intelligence and grouping of students with regard to pupils' altitudes. There was also no connection between socio-economic status and grouping methods with regard to pupils' attitudes. II cannot therefore be said that pupils' altitudes towards school matters are being affected by grouping practices.