Abstract:
The purpose of the study is to determine the effects of streaming on grade 5 pupils’ academic achievement in P1 (Former group A) primary schools in Mutare Urban, Manicaland. Two primary schools were selected (one streaming school was randomly selected while the non-streaming school was purposely selected). A quasi-experimental design was opted. A sample size of 345 (males=169; females=176) was purposely selected of which 152 pupils (males = 72; females = 78) were from a non-streaming school, while 193 pupils (males = 95; females = 98) were from a streaming school. An adapted Wide Range Achievement test L1 revised for mathematics subtest was used to test for achievement levels. The results indicate a high significant difference (t (345) = -104.24, α=0.01) between non-streaming and a steaming schools. Girls were more represented in the high stream (70%) while boys were more in the middle streams (57%) and low stream (65%). The achievement levels decreases as pupils find themselves in lower streams and the grade equivalent differences (achievement lag) between high and low stream classes translates to 4 years of education while that of a non-streaming school is one year. Greater variability in test scores were found in the streaming school (s=4.37) than non-streaming school (s=2.91).
