Performance Lag Address Programme (PLAP): Implications on within class ability grouping in P1 (former group A) primary schools in Mutare Urban, Zimbabwe

Abstract

The purpose of the research is to determine to what extent do different modes of learning organization (whole class, groups formed within or between home classes) enhance/lower the overall achievement of grade 5 pupils. All grade 5 pupils from a purposely selected P1 school participated in the study (n = 152: with class sizes of 58 for A class, class B=46 and class C has 48 pupils class). A quasi-experimental design was opted and in-depth interviews were done with three grade 5 teachers and a head-teacher. Classroom observations were done in three classes. The WRAT L1 revised spelling subtest was used to determine differences in achievement between groups in a class and between classes. The school has a combination of steaming (Class A) and mixed ability classes (Classes B and C). Class A (best class) has 4 ability groups while the other two mixed ability classes have 6 groups each. The results indicate that grade 5 teachers opt for whole class instruction instead of tailoring instruction toward ability groups. Greater dispersion in test scores was found in mixed ability groups in classes B and C. However, overall high variance was found in class A and least in class C. High significant differences were found between classes A and B, classes A and C. Pupils in class B received lower scores (M = 41.67, SD =5.40) than did those in class A (M = 46.83, SD = 7.45), t (102) = 3.94, p < 0.01, two tailed). The size of this effect is small (effect size r = 0.36). The mean score of 41.67 translates to an achievement equivalent to lower fourth grade level (4B) for class B while class A which has a mean score of 46.83 achieves at upper fifth grade level (5E). The achievement lag between class A and class B is 2 years 1 term. Pupils in class C received lower scores (M = 40.90, SD =4.59) than did those in class A (M = 46.83, SD = 7.45), t (104) = 4.82, p < 0.01, two tailed). The size of this effect is small (effect size r = 0.42). The mean score of 40.90 translates to an achievement equivalent to upper third grade level (3E) for class B while class A which has a mean score of 46.83 achieves at upper fifth grade level (5E). The achievement lag between class A and class B is 2 years 2 terms.