THE EFFECT OF MIXED ABILITY GROUPING ON ACHIEVEMENT

Research Study by Michela DeBari

PROBLEM STATEMENT

In many districts, at the middle school level, foreign language classes, often have advanced students, who have had FL since second grade, with students who are new to the district with no or little proficiency and previous knowledge in the target language.

At times, addressing the needs of all students becomes very challenging for FL teachers. Differentiation is sometime used as a tool to meet students’ needs, but, other times, cooperative learning strategies are effective instructional tools.

Differentiation is not always possible. It may increase the gap between advanced and beginner students as it relies on ability grouping to learn new tasks.

In order to decrease the gap between beginner and advanced students, what work best for increasing achievement for all learners, but especially for struggling learners who are the least proficient in the FL?

PURPOSEThe purpose of this research study is to

determine the effect mixed ability grouping has on achievement (and

motivation to learn) among learners who are least proficient and are struggling in

a FL classroom.

Hypothesis

Achievement (and motivation) of least proficient students will increase from using mixed ability grouping versus ability grouping or independent learning within a FL classroom setting.

Null Hypothesis:There are no changes on achievement

(and motivation) when using mixed ability grouping versus ability grouping or independent learning within a FL classroom setting.

Sample

Graduate Students from EDU738 course at Salem State University.

No randomization of sampling due to quasi-experimental design.

2 groups: Control (independent learners) Treatment groups (mixed ability grouping) are determined

on background knowledge and proficiency.

Treatment clusters should include a beginner, an intermediate and advanced level learner.

Design Quasi-Experimental research design

developed for action research in the classroom.

The design has two variables: Independent : Mixed ability grouping Dependent : Achievement

Group 1: R O X1 O Group 2: R O X2 O

Instruments

A background survey and a pre-test are used to verify proficiency and previous knowledge in FL.

Treatment consists in performing a learning task cooperatively. The task consists in viewing 2 informational videos about the conjugation of regular verbs in Italian and completing a practice exercise.

Post-test are administered independently using solely recall memory.

Results Results form the survey and pre-test showed

that most participants had low proficiency skills in the Target Language (Italian)

The null hypothesis could not be tested for lack of results in the post-test of control group participants.

Based on the hypothesis, results showed an increase in achievement performance on the post-test for participants who were in mixed ability clusters.

Implications

Using mixed ability grouping in a FL classroom, could be beneficial for increasing achievement for all learners.

Mixed ability clusters and cooperative learning methodology may improve the achievement of all learners in a FL classroom.