What do students think about differentiation and within-class achievement grouping?

Artigo2023

Emilie Prast; Kim Stroet; Arnout Koornneef; Tom Wilderjans

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Resumo

Differentiation and achievement grouping are frequently implemented practices to adapt education to students’ varying educational needs based on achievement level. Potential didactical and socioemotional advantages and disadvantages of these practices have been discussed in the literature. However, little is known about the perspective of students themselves. This study examined how students (N = 428) perceived differentiation and within-class homogeneous achievement grouping in primary mathematics education, with attention for potential differences between students of diverse achievement levels. Students of Grades 1, 3 and 5 completed a questionnaire about various differentiated mathematics activities and (if applicable) within-class achievement grouping. In line with the didactical perspective on differentiation, extended instruction and less difficult tasks were appreciated most by low-achieving students whereas more difficult tasks were appreciated most by high-achieving students. Students of all achievement groups had largely positive attitudes about achievement grouping and about their own achievement group. However, some differences between achievement groups were found, with less favourable results for students placed in low achievement groups. Students’ responses to open-ended questions provided additional insights into the reasons behind students’ evaluations of differentiation and achievement grouping. Differences between grade levels were also explored.

Dados da obra

Tipo: Artigo
Periódico: Frontline Learning Research, v. 11, n. 1
Editora: EARLI
Ano: 2023
Idioma: en
Palavras-chave: Differentiation; Ability grouping; student perspective; mixed-methods; mathematics education
DOI: 10.14786/flr.v11i1.1079
ISSN: 2295-3159
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PRAST, Emilie et al.. What do students think about differentiation and within-class achievement grouping?. Frontline Learning Research, v. 11, n. 1, 2023. DOI: https://doi.org/10.14786/flr.v11i1.1079.

APA

Prast, E., Stroet, K., Koornneef, A., & Wilderjans, T. (2023). What do students think about differentiation and within-class achievement grouping?. Frontline Learning Research, 11(1). https://doi.org/10.14786/flr.v11i1.1079

BibTeX

@article{prast2023,
  author = {Prast, Emilie and Stroet, Kim and Koornneef, Arnout and Wilderjans, Tom},
  title = {What do students think about differentiation and within-class achievement grouping?},
  year = {2023},
  journal = {Frontline Learning Research},
  volume = {11},
  number = {1},
  publisher = {EARLI},
  doi = {10.14786/flr.v11i1.1079},
  language = {en}
}

RIS

TY  - JOUR
AU  - Prast, Emilie
AU  - Stroet, Kim
AU  - Koornneef, Arnout
AU  - Wilderjans, Tom
TI  - What do students think about differentiation and within-class achievement grouping?
PY  - 2023
JO  - Frontline Learning Research
VL  - 11
IS  - 1
DO  - 10.14786/flr.v11i1.1079
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS