Date of Award:

5-1962

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Committee Chair(s)

Walter Borg

Committee

Walter Borg

Committee

Jay Caldwell

Committee

Heber Sharp

Committee

Arden Frandsen

Abstract

The question of ability grouping in education has achieved prominence, especially in recent years. Much of the emphasis placed on grouping students according to ability rather than chronological age is a product of modern times and progressive education. Although not accepted by all educators, there is a definite movement toward such a procedure in public schools today. It is held by the advocates of ability grouping that students will benefit more in a situation where they proceed at a rate prescribed by their ability rather than a hypothetical average or norm. Several well-controlled studies (3, 33, 44) have shown that in situations where students are grouped homogeneously according to respective ability there is an increase in achievement. All of these studies have compared performance and achievement under both systems of grouping and have showed that the homogeneously grouped students benefit more than students in a social promotion situation. The stand taken by the advocates of ability grouping is therefore expressed in terms of achievement and academic advantages. This, for the most part, comprises the reason for preference over traditional social promotion.

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