Academic outcomes of ability grouping among junior high school students in Hong Kong
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review
Author(s)
Related Research Unit(s)
Detail(s)
Original language | English |
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Pages (from-to) | 241-254 |
Journal / Publication | Journal of Educational Research |
Volume | 96 |
Issue number | 4 |
Publication status | Published - Mar 2003 |
Link(s)
Abstract
Ability grouping is supposedly undesirable 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.
Research Area(s)
- Ability grouping, Academic outcome, Junior high school students in Hong Kong
Citation Format(s)
Academic outcomes of ability grouping among junior high school students in Hong Kong. / Cheung, Chau-Kiu; Rudowicz, Elizabeth.
In: Journal of Educational Research, Vol. 96, No. 4, 03.2003, p. 241-254.
In: Journal of Educational Research, Vol. 96, No. 4, 03.2003, p. 241-254.
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review