Ability grouping and academic achievements

1. DARIKI EDMORE

2. Ability grouping
 Is grouping learners according to their ability level.
This can be in terms of physical or intellectual ability.
 It involves grouping of learners with similar abilities
together.

3. Symbolic interactionism
 Symbolic internationism reject the view by Biologist
that human behaviour is inborn.
 They argue that individual self concept or behaviour is
developed by interaction with others.
 In school set up this self concept is normally
developed through interaction with teachers and other
school learners
 For symbolic internationalist, the self concept
developed through interaction have a significant
impact on academic achievement of the leaner.

4. Labelling theory
 The proponents of labelling theory ie Becker and
Lenety are of the idea that, a person behaves according
to the label attached to him by the significant other.

5. The labelling theory
 Berker and lenerty argues that if a person is
consistently labelled as dull or bright by the significant
other he developed a self concept that he or she is dull
 The learners sees himself in terms of the label and
perform accordingly .
 Because of this label, pupils in the lower stream are
likely to under achieve in the sense that they carry a
lebel that they are dull students and they develop a self
concept of a dull student and therefore they under
achieve academically

6. Labelling on Upper stream learners
 Upper stream learners carry a label of a bright learner
 They develops a self concept of bright learner, and
they behave accordingly and achieve academically
 Therefore, ability grouping has a negative impact on
academic achievement of all learners in the school
system since it provide an opportunity for upper
stream learners to achieve at the expense of lower
stream learners through negative labelling of lower
stream learners.

7. Stratification knowledge
 Because of the labelling of lower stream learners as
dull students and upper stream learners as bright
students
 Teachers tend to stratify the knowledge they teach to
the upper grades and lower streams
 Lower streams are given low quality knowledge and
upper streams are given high quality knowledge.
 Due to knowledge stratification lower stream learners
are likely to under achieve and upper stream learners
are likely to achieve academically

8. Stratification of Teacher resources
 Because of the label attached to lower stream learners
as dull students and upper stream learners as bright
learners,
 School administration with reference to developing
countries tend, to allocate experienced and competent
to higher streams and less competent and experienced
teachers are allocated to lower streams.
 This will result in learners in lower streams failing to
achieve academically and upper stream learners
achieve academically.

9. Unequal distribution of resources
 The learners in higher streams are afforded high
quality learning materials. For example high quality
textbooks are allocated to higher streams.
 This will result in learners in lower streams failing to
achieve academically and
 Learners in the upper stream having high academic
achievements.

10. Can lead to stigmatisation and
discrimination
 Since learners in the lower stream are labelled as dull
students and learners in the upper stream are labelled as
bright students.
 The situation can lead to stigmatisation and discrimination
of lower stream learners by upper stream learners.
 Learners in both streams may find it difficult to associate
or share ideas with learners in the other stream.
 This can lead to academic under achievements of learners
in both streams since learners cannot mix and share
important academic ideas freely.
 Therefore, ability streaming in this regard is a barrier to
academic achievement of learners in the primary school
system.

11. Parent`s attitude
 Parents tend to pay less attention to their children is
they are grouped in lower streams.
 This can result in parents failing to pay tuition
 fees to their children and providing their essential
academic equipments. They perceive sending a dull
student to school as waste of time and resources. This
can lead to academic underachievement of lower
stream learners.

12. LEARNERS CAN MOVE AT THEIR
OWN PACE
 When learners are grouped together in terms of their
ability. Pressure is lessened on when the topic is going to be
covered.
 Fast learners are afforded the time to move on with
concepts when they have reached appropriate
understanding
 Like wise slow learners who take longer time to grasp the
concept are not left behind because the class need to move
on.
 They take the time they need to learn and progress at the
appropriate time without pressure of fast learners.
 This leads to academic achievement of all learners in both
the upper stream and the lower stream

13. Teachers can work closely with
learners
 If learners are grouped according to their ability, it is
easier for the teacher to choose suitable methods
which suit the whole class.
 Testing and assessment materials can also be adjusted
to suit the class since all learners in the class are of the
same level.
 Therefore, this type of grouping enhances academic
achievement in the sense that NO CHILD IS LEFT
BEHIND.

14. STUDENT CAN BE CHALLENGED
 Students who progress quickly with curriculum
materials eg gifted learners can be appropriately
challenged if grouped with others with the same
ability as them.
 This can motivate gifted learners to learn more and
work to their full potential by creating a competition.
 This can lead to academic achievement of gifted
learners through exploiting all his potential unlike in
mixed ability grouping.