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Ability Grouping by Content Topics in Junior High School Mathematics

Robert E. Willcutt
The Journal of Educational Research
Vol. 63, No. 4 (Dec., 1969), pp. 152-156
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27535946
Page Count: 5
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Ability Grouping by Content Topics in Junior High School Mathematics
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Abstract

An attempt to find a realistic way of handling individual differences in the junior high mathematics classroom was the basis of this research project. This program was one whereby students were continuously ability grouped throughout the year on the results of their proficiency in each of the eight different mathematics topics studied. The major findings of this study showed there were no significant differences in mathematical achievement of the two groups but that there were significant differences in attitudinal changes. These differences favored the experimental group and were the basis for the conclusion that the experimental treatment of flexibly grouping students on the basis of a proficiency test before each new topic resulted in significant degrees of positive attitudinal changes.

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