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.
