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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, Students, Academic achievement, Self esteem, Self concept, Academic self concept, Intelligence quotient, Test anxiety, High school students, Parents
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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.