A case study of the effectiveness for learners, of mixed ability groupings, to enable
successful delivery of ‘Curriculum 2008’ at KS2, by Ruth Coakley.
Results
Abstract
The case ‘mixed ability groupings’ versus ‘setting’ at primary school is
currently an educational motif. Curriculum 2008 has encouraged a
move towards ‘collaborative and small group’ learning.
My aim was to investigate the effectiveness of mixed ability groupings
in delivering Curriculum 2008 at KS2. I based my case study on a Year
6 mixed ability, mixed gender class of 24 learners from an inner city
school in Wales. This school has been delivering the new curriculum
for the past year and utilises various types of grouping for learning.
I found that in this class the school is effectively delivering the new
curriculum and that there is an overriding preference from the learners
of all abilities, regardless of gender, to work within small groups,
organised into mixed ability groupings.
Question 1 – Learning in mixed ability groups
is effective for learners of diverse abilities.
13%
39%
80%
60%
40%
20%
Below Average
Ability Learners
Above Average
Ability Learners
“ Working productively, fully engaged, genuinely listening
and developing ideas together.” (Blatchford, 2007)
“Children of all abilities have enhanced skills. They are
much more keen and have a positive attitude to learning.
They all benefit in different ways.” (Y6 teacher, 2009)
Question 2 – There is no gender preference
for ‘collaborative poster work’.
40%
Boys
35%
Girls
30%
20%
15%
Interviews
1. Learners
0%
Agree
Disagree
Strongly
Disagree
“When I observe lessons or good work is brought down
to me, I have noticed an equal enthusiasm between
genders.” (Headteacher, 2009)
2. Teacher
BERA guide
lines
3. Head
Of the 24 learners who completed questionnaires about
mixed ability groupings:
Question 1
5%
Strongly
Agree
Case Study
Analysis of findings
I observed learners working in mixed ability groups who previously
found it difficult to stay on task, actively engaged in their learning. This
supports the work by Slavein and Karwent (1985) that in mixed ability
groups less able pupils tend to behave better. The quote from Image 1
reinforces this. This school does use ability groupings for maths, but in
accordance with Devine’s work (1993), contrary to popular belief, the
children did not appear to be aware of the fact that they were set.
•92% indicated increased confidence through sharing ideas so their
work was better.
•96% indicated they prefer to work in groups where everyone is good
at different things.
•None of the learners interviewed had felt teased due to their ability.
25%
Fig 2: Graph shows the percentage responses of different genders to Likert
statements themed ‘Mixed ability groupings are the best way to teach
Curriculum 2008.’ (Sample size = 24)
Learner
Questionnaire
“If you all think the same you might get stuck on work
for a long time; different people bring new ideas.”
(Y6 learner, 2009)
I interviewed class teacher
10%
Learner
Observation
Strongly Disagree
“I like a good mix because they can use their
talents and I can use mine; it makes nice work.”
(Y6 learner, 2009)
I observed children working effectively
3.Is there a preference amongst learners to work
within mixed ability groupings?
Methodology
Disagree
Fig 3: Graph shows the percentage responses to Likert statements themed "Mixed
ability groupings are the best way to teach Curriculum 2008.“ (Sample size = 24)
Fig. 1: Graph shows the percentage of children who perceive themselves to be
effective learners in mixed ability groups (Sample size = 10)
2.Is there a gender preference towards the use of
‘collaborative poster work’ for recording?
Rationale
Average Ability
Learners
Agree
I observed boys and girls working productively.
This was validated by learner interviews.
They have to have
role models…If they
are all of similar
ability, how do they
know how far they
can fly?
Image 1-The Wright Brothers Testing Gliders
40%
Strongly Agree
1.Is learning in mixed ability groups effective for
learners of diverse abilities?
Smith and Sutherland (2000) state “some pupils develop quite early in
their school careers a negative sense of themselves as learners and feel
the system is rejecting them. It is therefore vital to discover how
young people perceive organisation and how effective this
organisation is.”
This case study is important due to the ‘infancy’ of Curriculum 2008
and the move towards ‘collaborative learning’ where there is a lack of
research of its impact on learners in KS2.
There is also contradictory research as to the best way to group
children at primary level.
8%
100%
0%
Research Questions
Question 3 – There is a preference amongst
learners to work in mixed ability groups.
Research demonstrated an overwhelming response from the lower ability
groups (100%) that they benefitted and preferred to work within mixed
ability groups. Learners in the higher and middle ability group (80% and
72% respectively) found working in these groups beneficial. The negative
responses were mainly ambivalent with the children stating that group
work helped them and they enjoyed helping others, but on occasion they
were happy to work in their books. (Fig.1)
Question 2
There was no material difference in responses between boys and girls
regarding collaborative poster work. (Fig.2)
Question 3
70% of learners indicated through questionnaire that they preferred to
work with children who had mixed talents. In interview this theme was
more dominant with 100% of learners of diverse ability describing this as
their favourite way of working. (Fig.3)
(Unknown ,1902)
Conclusion
Learners at this school demonstrate a positive attitude towards mixed
ability groupings and group work is successful in accordance with
Blatchford’s criteria from his work with the SPRing project in 2007.
I believe the mixed ability groupings were successful due to:
•school ethos. In assembly certificates are given for effort, sport and
achievement.
•effective training by the class teacher of learners in appreciating
differences and resolving conflict within a group.
Blatchford (2007) describes the role of the teacher as the ‘guide on
the side’ rather than the ‘sage on the stage’. In the observed lessons
the teacher:
•gave instruction as to what was to be achieved
•involved the children in reflection of skills, strategies and rules
•planned tasks and activities that encouraged group work.
Both statements are supported by Hallam’s research (2004) which
states that “awareness of children’s place in the pecking order is
mediated by school ethos and that ability grouping is not the only
factor to affect self esteem; school size, expectations and teachers’
attitudes also plays a role”.
It is evident that:
•:mixed ability groupings do effectively support Curriculum 2008
•there is no gender bias in attitude towards poster work
•the children do in general, prefer to work in mixed ability groups.
Despite the success of this case study the class teacher felt that
“there was a place for all types of groupings in her classroom” and in
light of the few voices that spoke of finding aspects of mixed ability
group work difficult, I agree. I would recommend carrying out this
research in a variety of schools across Wales that utilise different
types of groupings. This will enable deeper understanding of the
potential powerful nature of collaborative learning in different types
of ability groupings, in order that children learn how to fly.
References
•Blatchford,P.(2007)When group think is a good thing. Principles into Practice.TLRP Website. Available online at
http://www.tlrp.org/pub/documents/Principles%20in%20Practice%20Low%20Res.pdf
•Bera (200)] Revised Ethical Guidelines for Educational Research, Bera Website. Available online at:
http://www.bera.ac.uk/files/guidelines/ethica1.pdf (accessed on 9 October 2009)
•Devine, D. (1993)A study of reading ability groups: primary school children’s experiences and views ,Irish
Educational Studies, 12 pp134-142 in Hallam et al [2004]
•Hallam, S., Ireson, J. (2001) Ability Grouping in Education London, Paul Chapman Publishing
A SAGE Publications company
•Hallam, S., Ireson, J., Davies, J. [2004] Primary pupils’ experiences of different types of grouping in school British
Educational Research Journal, (Electronic]) 30 (4), p525. Available: Swetswise (accessed on 16 October 2009)
•Slavin,R.E., Karweit,N.L. (1985) Effects of whole class, ability grouped and individualised instruction on mathematics
achievement, American Educational Research Journal, 22(3) p 351-367
•Smith, C. M. M., Sutherland, M. J.[2006] Setting or mixed ability?: pupils’ views of the organisational arrangement in
their school, Journal of Research in Special Educational Needs (Electronic) 6(2) pp69-75 (accessed 17 October 2009)
•Unknown (1902) Testing the Wright 1902 glider as a kite (Online). Available at: http://dmc.ohiolink.edu/cgi/i/
image/image-idx?page=index;c=wbc (Accessed: 24 November 2009)