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

Autores

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
Richard Amanyire Mountains of the Moon University, Uganda https://orcid.org/0009-0007-0143-4002
Andrew Kaggwa Makerere University, Uganda

Palavras-chave:

Ability Grouping, Educational Rationale, Psychological Effects, Secondary Schools

Resumo

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

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