Scholastic Responses of Grade VI Pupils to Homogenous and Heterogenous Groupings in Elementary Schools
Keywords:
Scholastic Responses, Homegenous, Heterogenous, Elementary SchoolsAbstract
This study attempted to find out the scholastic responses of the grade VI pupils of Catbalogan III and Catbalogan IV Central Elementary Schools to the homogeneous and heterogeneous groupings for school year 1996-1997. This study used the analytical descriptive method of research with documentary analysis and questionnaire as the main instruments in gathering data. The assumption that one group is better than the other in terms of scholastic achievement is false. Hence, it is implied that emphasis in teaching must be made towards the mastery of learning skills required in a certain grade level. Likewise it is implied that variations in the learning activities and instructional methodologies suited to the capabilities, interests and needs of pupils should be carried out strictly in the teaching process if increased scholastic achievement and productive and successful outputs are the targets of education. The employed parents dominated both groups, an indication that the parents can’t give full time assistance to their school children in the academic work. The average monthly family income of the respondents is on or below the poverty threshold, an indication that the education of children is not affected by poverty. The study revealed very minimal evidence for the two groups of pupils to be significantly different in terms of scholastic achievement in the five subject areas. The study further revealed very minimal evidence for the two groups to be significantly different in terms of their grand scholastic achievement. The scholastic achievement of pupils does not depend on the grouping scheme used by the school.
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