The Impact of Grade Level Flexible Grouping on Math Achievement Scores

McKeen, Heather

doi:10.20429/ger.2019.160105

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…It is also in line with students' skills and paces, therefore giving more opportunity and time for students to practice the skills (Reisner, 2008). It incorporates a variety of learning strategies (McKeen, 2019). Curriculum and syllabus are considered in designing the activities and the grouping techniques, so students can experience authentic learning and develop themselves.…”

Section: Flexible Groupingmentioning

confidence: 99%

The Effect of Flexible Grouping on Students’ Engagement in Classes

Witono¹

2022

IJRP

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Flexible grouping is a method of class management that use various types of activities to design a teaching-learning process. The groups can be changed according to the needs. With various approaches, students' engagement and progress are going to increase. To prove this, research was conducted in a private school. Grade 9 students who chose Biology and/or Global Perspectives classes were included in the research. Data were collected qualitatively by class observation and interviews. Both students and teachers were interviewed about their opinions and feelings toward the flexible grouping method. Results showed that students' engagement increased. Teachers also considered using this method as a regular activity in the class.

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Section: Flexible Groupingmentioning

confidence: 99%

The Effect of Flexible Grouping on Students’ Engagement in Classes

Witono¹

2022

IJRP

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“…According to Poellhuber et al (2008), peer collaboration helps to "create a sense of community" that is much needed to sustain learner motivation and persistence and support learners' commitment to studying and remaining engaged. McKeen (2019) notes that flexible grouping enables better differentiation and manifold roles, while also providing opportunities for learners to work collaboratively. Flexible grouping also allows mathematics teachers to adapt their teaching and this enables learners to achieve the learning objectives.…”

Section: Found It Helpful To Change the Members Of The Groups From Time To Time (Teacher 7)mentioning

confidence: 99%

“…Flexibility grouping on the other hand enables better differentiation (McKeen, 2019) and also allows teachers to tailor mathematics instruction such that they meet the needs of diverse learners. The practice of providing the constructive and empowering corrective feedback is crucial in terms of sustain motivation and effort (Al-Hattami, 2019).…”

Section: Offer the Alternatives For Sustaining Effort And Persistencementioning

confidence: 99%

Multiple Means of Engagement Strategies for Maximising the Learning of Mathematics in Pandemic-regulated Classrooms

Moleko

2021

IJLTER

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Many learners find mathematics learning challenging. In response to that actuality, this paper highlights mathematics teachers’ experiences of, and insights into how they adopted and implemented the principle of “Multiple Means of Engagement” (MME) to maximise learning in pandemic-regulated classrooms (in the context of the study, characterised by alternative weeks of attendance, social distancing and wearing of masks). The MME principle is one of the three universal design for learning (UDL) key principles, which guides on how diverse groups of learners can be effectively catered for. The empirical processes, premised on a phenomenological case study, commenced with focus group discussions with 8 high school mathematics teachers from a previously disadvantaged area, who have prior-training in MME. A free attitude interview (FAI) technique was used, to afford the teachers the opportunity to share their insights into the application of MME in their pandemic-regulated classrooms. The content analysis of the teachers’ reflections revealed the following aspects: clear instructions, step-by-step guides, checklists to enhance self-regulation, varying demand and resources to meet challenges, fostering collaboration, providing corrective feedback to sustain effort and persistence, addressing mathematical vocabulary and using real-life situations to recruit interest. These strategies were found not only essential in maximising learning in mathematics under normal circumstances, but also indispensable during the prevailing conditions of the pandemic. The findings therefore suggest MME as a suitable mathematical approach during this Covid19 period.

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“…A study by Hornby and Witte (2014) identified no "positive consequences or specific advantages of between-class ability grouping" for average students (p. 93). McKeen (2019) found no significant effects in achievement for first through fourth grade students who were sorted into flexible groups for instruction in math. Sorenson, Cook, and Dodge (2017) concluded heterogeneous classes of students demonstrated higher achievement than more homogeneously grouped classes in elementary grades; however, more homogeneously grouped classes outperformed heterogeneous classes in later grades, especially in math.…”

Section: Opponents Of Ability Groupingmentioning

confidence: 80%

“…Missouri's public schools mirror the diversity of the rest of the nation. Both in the past and present day, due to the vast differences amongst students in just one classroom, educators struggle to determine the most effective way to group students for instruction (McKeen, 2019;Slavin, 1987Slavin, , 1990. The practice of ability grouping is most common in large public schools having student populations with vastly diverse racial, academic, and socio-economic differences (Bolick & Rogowsky, 2016;Condron, 2008;Nomi, 2010).…”

Section: An Overview Of Ability Grouping Why Schools Use Ability Groupingmentioning

confidence: 99%

A study of the elementary math program utilized by a mid-Missouri school district

Barabas¹

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This qualitative study focused on one Mid-Missouri school district and was designed to collect and analyze teachers' and administrators' perceptions regarding the elementary math program for the purpose of program improvement. The district utilized ability grouping including acceleration for elementary math instruction. This study was analyzed using a constructivist framework and consideration was given to the theories of both Piaget and Vygotsky. Based on teachers' and administrators' perceptions, the accelerated math classes met the needs of the highest ability math students. Overall, according to teachers, the elementary math program did not meet the needs of the lowest students at the fourth and fifth grade levels where the accelerated math classes were being utilized.

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The Impact of Grade Level Flexible Grouping on Math Achievement Scores

Cited by 6 publications

References 7 publications

The Effect of Flexible Grouping on Students’ Engagement in Classes

The Effect of Flexible Grouping on Students’ Engagement in Classes

Multiple Means of Engagement Strategies for Maximising the Learning of Mathematics in Pandemic-regulated Classrooms

A study of the elementary math program utilized by a mid-Missouri school district

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