Pupils’ Contrasting Their Experiences in Attainment Groups and a Mixed-ability Class: Qualitative probe
DOI:
https://doi.org/10.14712/23362189.2023.2572Keywords:
attainment grouping, mixed-ability class, differentiated instruction, lower secondary school, case studyAbstract
Aims – The study is focused on the attainment grouping of pupils in lower secondary schools. The study aims to describe and compare students’ experiences with attainment grouping and a mixed-ability class.
Methods – The study is a part of a project that was designed as a multi-case study mapping the form of attainment grouping of pupils in lower secondary schools. The paper presents the results from one class in one school. This study is based on the data obtained from individual interviews (n=4) and friendship dyads (n=6). It means that the data comes from 16 participants.
Results – The pupils from both groups are more satisfied with the teaching in mixed-ability groups. They would prefer to intensify attainment grouping at the expense of mixed-ability grouping. They argue that teachers differentiate instruction only in groups, not in the mixed-ability class. It seems as if the teachers focus their didactic efforts on the quality of teaching in attainment groups and resent the differentiated instruction in the mixed-ability class. Although the differentiated instruction meets the educational needs of pupils better compared to teaching in the mixed-ability class, according to the pupils, teachers sometimes balance the level of support that both groups of pupils need. The teachers differentiate their instruction in attainment groups according to their expectations about the outcomes of the groups rather than according to the actual outcomes of individual pupils, so the teaching ceases to respond to their needs.
Conclusion – The pupils’ view shows that teachers differentiate their teaching in attainment groups more than in a regular class, but within a group teaching is no longer differentiated. Attainment grouping may tempt teachers to use more unified didactic procedures that respond to the needs and possibilities of the group, rather than to the changing needs of individuals within the attainment groups.
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