Making sense of ability grouping: Understanding the educational rationale and psychological effects of ability grouping in Uganda’s secondary schools

Loyce Kiiza Kobusingye; Ivan Odongo Okello; Richard Amanyire; Andrew Kaggwa

doi:10.51867/ajernet.6.4.93

Authors

Loyce Kiiza Kobusingye
koloyce@gmail.com
Associate Professor, Mountains of the Moon University, Uganda https://orcid.org/0000-0003-0073-9086
Ivan Odongo Okello Lira University, Uganda https://orcid.org/0009-0000-6391-9151
Amanyire Richard Mountains of the Moon University, Uganda https://orcid.org/0009-0007-0143-4002
Andrew Kaggwa Makerere University, Uganda

Keywords:

Ability Grouping, Educational Rationale, Psychological Effects, Secondary Schools

Abstract

The study aimed at exploring the rationale for and psychological effects of ability grouping in secondary schools. It was anchored mainly on the reference group theory. Following a qualitative approach and an explorative and phenomenological design, the study was conducted among 14 participants, that is, head teachers and students who were selected using purposive sampling. Data were analysed using themes and subthemes; hence, thematic analysis. Findings from interviews and focus group discussions reveal that schools adopt ability grouping practices for purposes related to enabling customised instruction, enhancing peer learning, optimising academic potential, improving learning outcomes and managing classrooms. The psychological effects of ability grouping emerged as those related to students’ self-esteem, confidence, motivation, engagement, identity, stigma and anxiety. In conclusion, ability grouping must be carefully planned and implemented to avoid its negative effects on learners. It is therefore recommended that schools and stakeholders involved in ability grouping take into account the psychological effects of the practice and adopt strategies that enhance support and self-esteem, reduce stigma, train teachers and consider parents’ views and feelings about the practice. Schools must practise flexible grouping, continuous assessment, training and ongoing teacher professional development and monitoring, and equitable distribution of materials and resources.

Dimensions

REFERENCES

Adelodun, G. A. (2021). Mentorship and ability grouping as barometers of socio-cognitive well-being among high ability students in Ibadan, Nigeria. International Journal of Arts and Social Sciences Education, 6(1), 1-9.

Adeniran, A. O., & Tayo-Ladega, O. (2024). Critical analysis of phenomenological research design in a qualitative research method. Management Analytics and Social Insights, 1(2), 186-196. https://orcid.org/0000-0002-6870-1212

Agrawal, R., Nandanwar, S., & Murty, M. N. (2017). Grouping students for maximizing learning from peers. International Educational Data Mining Society.

Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative research: A framework for the entire journey. Quality & Quantity, 59(2), 1461-1479. https://doi.org/10.1007/s11135-024-02022-5 DOI: https://doi.org/10.1007/s11135-024-02022-5

Alshenqeeti, H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39-45. http://dx.doi.org/10.5430/elr.v3n1p39 DOI: https://doi.org/10.5430/elr.v3n1p39

Ambreen, S. (2017). Analysing the nature of pupils' interactions in different fixed and mixed ability groups in the primary classroom (Doctoral dissertation, University of Leeds).

Baker, N. (2018). Grouping students by ability: Is there a difference in academic achievement? (Master's dissertation, University of Victoria).

Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1, pp. 141-154). Englewood Cliffs, NJ: Prentice Hall.

Belfi, B., Goos, M., De Fraine, B., & Van Damme, J. (2012). The effect of class composition by gender and ability on secondary school students' school well-being and academic self-concept: A literature review. Educational Research Review, 7(1), 62-74. https://doi.org/10.1016/j.edurev.2011.09.002 DOI: https://doi.org/10.1016/j.edurev.2011.09.002

Betts, J. R., & Shkolnik, J. L. (2000). The effects of ability grouping on student achievement and resource allocation in secondary schools. Economics of Education Review, 19(1), 1-15. https://doi.org/10.1016/S0272-7757(98)00044-2 DOI: https://doi.org/10.1016/S0272-7757(98)00044-2

Blatchford, P., & Russell, A. (2019). Class size, grouping practices and classroom management. International Journal of Educational Research, 96, 154-163. https://doi.org/10.1016/j.ijer.2018.09.004 DOI: https://doi.org/10.1016/j.ijer.2018.09.004

Bliss, L. A. (2016). Phenomenological research: Inquiry to understand the meanings of people's experiences. International Journal of Adult Vocational Education and Technology, 7(3), 14-26. https://doi.org/10.4018/IJAVET.2016070102 DOI: https://doi.org/10.4018/IJAVET.2016070102

Boaler, J., Wiliam, D., & Brown, M. (2000). Students' experiences of ability grouping-disaffection, polarisation and the construction of failure. British Educational Research Journal, 26(5), 631-648. https://doi.org/10.1080/713651583 DOI: https://doi.org/10.1080/713651583

Bourgeois, S. J., & Boberg, J. E. (2016). High-achieving, cognitively disengaged middle level mathematics students: A self-determination theory perspective. RMLE Online, 39(9), 1-18. https://doi.org/10.1080/19404476.2016.1236230 DOI: https://doi.org/10.1080/19404476.2016.1236230

Brooks, K., & Thurston, L. P. (2010). English language learner academic engagement and instructional grouping configurations. American Secondary Education, 39(1), 45-60.

Chessor, D. (2014). The impact of grouping gifted students on motivation. The European Journal of Social & Behavioural Sciences, 8(1), 107-123. https://doi.org/10.15405/ejsbs.117 DOI: https://doi.org/10.15405/ejsbs.117

Cheung, C. K., & Rudowicz, E. (2003). Academic outcomes of ability grouping among junior high school students in Hong Kong. The Journal of Educational Research, 96(4), 241-254. https://doi.org/10.1080/00220670309598813 DOI: https://doi.org/10.1080/00220670309598813

Chmielewski, A. K., Dumont, H., & Trautwein, U. (2013). Tracking effects depend on tracking type: An international comparison of students' mathematics self-concept. American Educational Research Journal, 50(5), 925-957. https://doi.org/10.3102/0002831213489843 DOI: https://doi.org/10.3102/0002831213489843

De Boer, H., Bosker, R. J., & van der Werf, M. P. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168-179. https://doi.org/10.1037/a0017289 DOI: https://doi.org/10.1037/a0017289

Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In Handbook of theories of social psychology (Vol. 1, pp. 416-436).

https://doi.org/10.4135/9781446249215.n21 DOI: https://doi.org/10.4135/9781446249215.n21

Degeng, I. N. S. (2017). Effect of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements and social skills. International Journal of Evaluation and Research in Education, 6(3), 216-220.

https://doi.org/10.11591/ijere.v6i3.6565 DOI: https://doi.org/10.11591/ijere.v6i3.6565

Do, T., & Carey, M. (2016). Ability grouping and scaffolded learning with large classes: Vietnamese students' attitudes to learning approaches. English Australia Journal, 32(1), 22-49. https://org/doi/10.3316/informit.424494795429909

Englander, M. (2016). The phenomenological method in qualitative psychology and psychiatry. International Journal of Qualitative Studies on Health and Well-being, 11(1), 30682. https://doi.org/10.3402/qhw.v11.30682 DOI: https://doi.org/10.3402/qhw.v11.30682

Esposito, D. (1973). Homogeneous and heterogeneous ability grouping: Principal findings and implications for evaluating and designing more effective educational environments. Review of Educational Research, 43(2), 163-179. https://doi.org/10.3102/00346543043002163 DOI: https://doi.org/10.3102/00346543043002163

Felmlee, D., & Eder, D. (1983). Contextual effects in the classroom: The impact of ability groups on student attention. Sociology of Education, 56(2), 77-87. https://doi.org/10.2307/2112656 DOI: https://doi.org/10.2307/2112656

Fiedler, E. D., Lange, R. E., & Winebrenner, S. (2002). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roeper Review, 24(3), 108-111. https://doi.org/10.1080/02783190209554142 DOI: https://doi.org/10.1080/02783190209554142

Fogarty, E. (2004). Tailoring instructional groups: Alterations to fit differentiated reading curriculum. Retrieved from The National Research Center on the Gifted and Talented: http://www.gifted.uconn.edu/nrcgt/newsletter/summer04/sumer043.html

Francis, B., Connolly, P., Archer, L., Hodgen, J., Mazenod, A., Pepper, D., ... & Travers, M. C. (2017). Attainment grouping as self-fulfilling prophesy? A mixed methods exploration of self-confidence and set level among Year 7 students. International Journal of Educational Research, 86(8), 96-108. https://doi.org/10.1016/j.ijer.2017.09.001 DOI: https://doi.org/10.1016/j.ijer.2017.09.001

Gamoran, A., & Berends, M. (1987). The effects of stratification in secondary school: Synthesis of survey and ethnographic research. Review of Educational Research, 57, 415-435.

https://doi.org/10.3102/00346543057004415 DOI: https://doi.org/10.3102/00346543057004415

Gamoran, A., Nystrand, M., Berends, M., & LePore, P. C. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal, 32(4), 687-715. https://doi.org/10.3102/00028312032004687 DOI: https://doi.org/10.3102/00028312032004687

George, P. S. (1988). Tracking and ability grouping. Middle School Journal, 20(1), 21-28. https://doi.org/10.1080/00940771.1988.11494975 DOI: https://doi.org/10.1080/00940771.1988.11494975

George, P. S. (1993). Tracking and ability grouping in the middle school: Ten tentative truths. Middle School Journal, 24(4), 17-24. https://doi.org/10.1080/00940771.1993.11495369 DOI: https://doi.org/10.1080/00940771.1993.11495369

Goldberg, M. L. (1966). The effects of ability grouping. New York: Teachers College Press.

Good, T. L., Marshall, S., Peterson, P., Wilkinson, L. C., & Hallinan, M. (1984). Do students learn more in heterogeneous or homogeneous groups? New York: Harper & Row.

Gregory, R. P. (1984). Streaming, setting and mixed ability grouping in primary and secondary schools: Some research findings. Educational Studies, 10(3), 209-226. https://doi.org/10.1080/0305569840100302 DOI: https://doi.org/10.1080/0305569840100302

Gross, M. U., & Smith, S. R. (2021). Put them together and see how they learn! Ability grouping and acceleration effects on the self-esteem of academically gifted high school students. In Handbook of giftedness and talent development in the Asia-Pacific (pp. 377-403). Singapore: Springer Singapore.

https://doi.org/10.1007/978-981-13-3041-4_17 DOI: https://doi.org/10.1007/978-981-13-3041-4_17

Hallinan, M. T. (2000). Ability group effects on high school learning outcomes. Paper presented at the 95th annual meeting of the American Sociological Association, Washington, DC.

Hallinan, M. T., Bottoms, E., Pallas, A. M., & Palla, A. M. (2003). Ability grouping and student learning. Brookings Papers on Education Policy, 5(6), 95-140. https://doi.org/10.1353/pep.2003.0005 DOI: https://doi.org/10.1353/pep.2003.0005

Heltemes, L. (2009). Social and academic advantages and disadvantages of within-class heterogeneous and homogeneous ability grouping, Mathematical and Computing Sciences Masters. Paper 93.

Hendricks, K. B. (2009). The impact of ability-grouping on the achievement, self-efficacy, and classroom perceptions of gifted elementary students (Doctoral dissertation, Walden University).

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive, 3(2), 1-5.

Humble, N., & Mozelius, P. (2022, May). Content analysis or thematic analysis: Similarities, differences and applications in qualitative research. In European Conference on Research Methodology for Business and Management Studies (Vol. 21, No. 1, pp. 76-81). https://doi.org/10.34190/ecrm.21.1.316 DOI: https://doi.org/10.34190/ecrm.21.1.316

Hunter, R. (2007). Scaffolding small group interactions. Mathematics: Essential Research, Essential Practice, 2, 430-439.

Hwang, Y. J. (2013). Effects of ability grouping on middle school students' affective outcomes. In Korean Education in Changing Economic and Demographic Contexts (pp. 127-149). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-4451-27-7_8 DOI: https://doi.org/10.1007/978-981-4451-27-7_8

Hyman, H. H. (1942). The psychology of status. Archives of Psychology, 269, 5-91. Reprint in H. Hyman & E. Singer (Eds.), Readings in reference group theory and research (pp. 147-165). New York: Free Press, London: Collier-Macmillan Limited.

Ireson, J., & Hallam, S. (1999). Raising standards: Is ability grouping the answer? Oxford Review of Education, 25(3), 343-358. https://doi.org/10.1080/030549899104026 DOI: https://doi.org/10.1080/030549899104026

Ireson, J., & Hallam, S. (2009). Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction, 19(3), 201-213. https://doi.org/10.1016/j.learninstruc.2008.04.001 DOI: https://doi.org/10.1016/j.learninstruc.2008.04.001

Ireson, J., Hallam, S., & Plewis, I. (2001). Ability grouping in secondary schools: Effects on pupils' self‐concepts. British Journal of Educational Psychology, 71(2), 315-326. https://doi.org/10.1348/000709901158541 DOI: https://doi.org/10.1348/000709901158541

Jean, M. (2016). Can you "work your way up?" Ability grouping and the development of academic engagement (Doctoral dissertation, The University of Chicago).

Jones, M. G., & Gerig, T. M. (1994). Ability grouping and classroom interactions. The Journal of Classroom Interaction, 29(2), 27-34.

Jordan, J. W. (1965). Ability grouping: The pros and cons. Faculty Research Edition of the Savannah State College Bulletin, 19(2), 32-49.

Kiss, D. (2017). A model about the impact of ability grouping on student achievement. The BE Journal of Economic Analysis & Policy, 17(3), 20170036. https://doi.org/10.1515/bejeap-2017-0036 DOI: https://doi.org/10.1515/bejeap-2017-0036

Klenke, K. (2016). Qualitative research as method. In Qualitative Research in the Study of Leadership (pp. 31-55). Emerald Group Publishing Limited. https://doi.org/10.1108/978-1-78560-651-920152003 DOI: https://doi.org/10.1108/978-1-78560-651-920152003

Kotob, M. M., & Abadi, M. A. (2019). The influence of differentiated instruction on academic achievement of students in mixed ability classrooms. International Linguistics Research, 2(2), 8. https://doi.org/10.30560/ilr.v2n2p8 DOI: https://doi.org/10.30560/ilr.v2n2p8

Kulik, C. L. C., & Kulik, J. A. (1984). Effects of ability grouping on elementary school pupils: A meta-analysis. Paper presented at the Annual Meeting of the American Psychological Association, Toronto, Ontario, Canada.

Kurian, J. (2019). Differences in student engagement and coping among ability groups (Doctoral dissertation, Goa University).

Kususanto, P., Ismail, H. N., & Jamil, H. (2010). Students' self-esteem and their perception of teacher behavior: A study of between-class ability grouping. Electronic Journal of Research in Educational Psychology, 8(2), 707-724.

https://doi.org/10.25115/ejrep.v8i21.1395 DOI: https://doi.org/10.25115/ejrep.v8i21.1395

Kutnick, P., Sebba, J., Blatchford, P., Galton, M., Thorp, J., MacIntyre, H., & Berdondini, L. (2005). The effects of pupil grouping: Literature review. Nottingham: DfES Publications.

Macintyre, H., & Ireson, J. (2002). Within‐class ability grouping: Placement of pupils in groups and self‐concept. British Educational Research Journal, 28(2), 249-263. https://doi.org/10.1080/01411920120122176 DOI: https://doi.org/10.1080/01411920120122176

Mansor, A. N., Maniam, P. P., Hunt, M. C., & Nor, M. Y. M. (2016). Benefits and disadvantages of streaming practices to accommodate students by ability. Creative Education, 7(17), 2547. https://doi.org/10.3102/00346543043002163 DOI: https://doi.org/10.4236/ce.2016.717241

Marks, R. (2014). The dinosaur in the classroom: What we stand to lose through ability-grouping in the primary school. In FORUM (Vol. 56, No. 1, pp. 45-54). Lawrence and Wishart.

https://doi.org/10.2304/forum.2014.56.1.45 DOI: https://doi.org/10.2304/forum.2014.56.1.45

Maurer, K. W. (2020). The effects of homogeneous ability grouping on low-level students' self-esteem, confidence, and motivation in reading (Doctoral dissertation).

McGaughy, J. R. (1930). Homogeneous grouping of pupils. Childhood Education, 6(7), 291-296. https://doi.org/10.1080/00094056.1930.10725227 DOI: https://doi.org/10.1080/00094056.1930.10725227

McGillicuddy, D., & Devine, D. (2020). 'You feel ashamed that you are not in the higher group'-Children's psychosocial response to ability grouping in primary school. British Educational Research Journal, 46(3), 553-573. https://doi.org/10.1002/berj.3595 DOI: https://doi.org/10.1002/berj.3595

McManus, J. E. (2010). Social identity and ability grouping in a secondary school (Doctoral dissertation, Institute of Education, University of London). https://discovery.ucl.ac.uk/id/eprint/10019937

Mills, C. J., & Durden, W. G. (1992). Cooperative learning and ability grouping: An issue of choice. Gifted Child Quarterly, 36(1), 11-16. https://doi.org/10.1177/001698629203600103 DOI: https://doi.org/10.1177/001698629203600103

Monday, T. U. (2020). Impacts of interview as research instrument of data collection in social sciences. Journal of Digital Art & Humanities, 1(1), 15-24. https://doi.org/10.33847/2712-8148.1.1_2 DOI: https://doi.org/10.33847/2712-8148.1.1_2

Neuendorf, K. A. (2018). Content analysis and thematic analysis. In Advanced Research Methods for Applied Psychology (pp. 211-223). Routledge. https://doi.org/10.4324/9781315517971-21 DOI: https://doi.org/10.4324/9781315517971-21

Nomi, T. (2009). The effects of within-class ability grouping on academic achievement in early elementary years. Journal of Research on Educational Effectiveness, 3(1), 56-92.

https://doi.org/10.1080/19345740903277601 DOI: https://doi.org/10.1080/19345740903277601

Nusser, L., & Gehrer, K. (2020). Addressing heterogeneity in secondary education: Who benefits from differentiated instruction in German classes? International Journal of Inclusive Education, 29(12), 1-18. https://doi.org/10.1080/13603116.2020.1862407 DOI: https://doi.org/10.1080/13603116.2020.1862407

Oakes, J. (1983). Tracking and ability grouping in American schools: Some constitutional questions. Teachers College Record, 84(4), 801-819. https://doi.org/10.1177/016146818308400409 DOI: https://doi.org/10.1177/016146818308400409

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

OECD. (2016). Selecting and grouping students. In PISA 2015 Results (Volume II): Policies and Practices for Successful Schools. Paris, France: OECD Publishing. https://doi.org/10.1787/9789264267510-9-en DOI: https://doi.org/10.1787/9789264267510-9-en

Okello, I. O. (2019). Cognitive based classroom streaming, self-esteem, and peer relationship among secondary school students in Lira District (Doctoral dissertation, Makerere University).

Park, V., & Datnow, A. (2017). Ability grouping and differentiated instruction in an era of data-driven decision making. American Journal of Education, 123(2), 281-306. https://doi.org/10.1086/689930 DOI: https://doi.org/10.1086/689930

Piaget, J. (1990). The child's conception of the world. New York: Littlefield Adams.

Pinsonneault, C. A. (2015). Implementing math ability grouping to improve engagement of academically advanced students: An action research study (Doctoral dissertation, Capella University).

Richer, S. (1976). Reference-group theory and ability grouping: A convergence of sociological theory and educational research. Sociology of Education, 49(1), 65-71. https://doi.org/10.2307/2112394 DOI: https://doi.org/10.2307/2112394

Saleh, M., Lazonder, A. W., & de Jong, T. (2007). Structuring collaboration in mixed-ability groups to promote verbal interaction, learning, and motivation of average-ability students. Contemporary Educational Psychology, 32(3), 314-331. https://doi.org/10.1016/j.cedpsych.2006.05.001 DOI: https://doi.org/10.1016/j.cedpsych.2006.05.001

Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471-499. https://doi.org/10.3102/00346543060003471 DOI: https://doi.org/10.3102/00346543060003471

Solomon, Y. (2007). Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities. International Journal of Educational Research, 46(1-2), 8-19. https://doi.org/10.1016/j.ijer.2007.07.002 DOI: https://doi.org/10.1016/j.ijer.2007.07.002

Stevens, L., & Wrenn, C. (2013). Exploratory (qualitative) research. In Concise Encyclopedia of Church and Religious Organization Marketing (p. 53). https://doi.org/10.4324/9780203725443 DOI: https://doi.org/10.4324/9780203725443

Tan, C. Y., & Dimmock, C. (2022). The relationships among between-class ability grouping, teaching practices, and mathematics achievement: A large-scale empirical analysis. Educational Studies, 48(4), 471-489.

https://doi.org/10.1080/03055698.2020.1780416 DOI: https://doi.org/10.1080/03055698.2020.1780416

Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29-36. https://doi.org/10.1080/02783190309554236 DOI: https://doi.org/10.1080/02783190309554236

Tzuriel, D. (2021). The socio-cultural theory of Vygotsky. In Mediated Learning and Cognitive Modifiability (pp. 53-66). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-75692-5_3 DOI: https://doi.org/10.1007/978-3-030-75692-5_3

Van Houtte, M., & Demanet, J. (2016). Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders. Teaching and Teacher Education, 54, 117-127. https://doi.org/10.1016/j.tate.2015.12.003 DOI: https://doi.org/10.1016/j.tate.2015.12.003

Verenikina, I. M. (2003). Vygotsky's socio-cultural theory and the zone of proximal development. In H. M. Hasan, I. M. Verenikina, & E. L. Gould (Eds.), Expanding the Horizon. Information Systems and Activity Theory (pp. 4-14). Wollongong: University of Wollongong Press.

Vogelaar, B., Bakker, M., Elliott, J. G., & Resing, W. C. (2017). Dynamic testing and test anxiety amongst gifted and average‐ability children. British Journal of Educational Psychology, 87(1), 75-89. https://doi.org/10.1111/bjep.12136 DOI: https://doi.org/10.1111/bjep.12136

Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58(1), 51-68. https://doi.org/10.1177/0016986213513795 DOI: https://doi.org/10.1177/0016986213513795

Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). Sharpe. https://doi.org/10.4324/9781003575429-5 DOI: https://doi.org/10.4324/9781003575429-5

Wang, H., King, R. B., & McInerney, D. M. (2021). Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education, 38(2), 121-142. https://doi.org/10.1080/02671522.2021.1961293 DOI: https://doi.org/10.1080/02671522.2021.1961293

Wilkinson, S., Penney, D., & Allin, L. (2016). Setting and within-class ability grouping: A survey of practices in physical education. European Physical Education Review, 22(3), 336-354. https://doi.org/10.1177/1356336X15610784 DOI: https://doi.org/10.1177/1356336X15610784

Williams, M. H. (1972). Does grouping affect motivation? The Elementary School Journal, 73(3), 130-137.

https://doi.org/10.1086/460745 DOI: https://doi.org/10.1086/460745