You are not currently logged in.
Access JSTOR through your library or other institution:
Academic Outcomes of Ability Grouping among Junior High School Students in Hong Kong
Chau-Kiu Cheung and Elizabeth Rudowicz
The Journal of Educational Research
Vol. 96, No. 4 (Mar. - Apr., 2003), pp. 241-254
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27542437
Page Count: 14
You can always find the topics here!Topics: Ability grouping, Academic achievement, Self esteem, Self concept, Academic self concept, Intelligence quotient, Students, High school students, Educational research, Test anxiety
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
Ability grouping is supposedly undersirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping.
The Journal of Educational Research © 2003 Taylor & Francis, Ltd.