EXPLORING THE IMPACT OF HOMOGENEOUS AND HETEROGENEOUS ABILITY GROUPING ON UNDERGRADUATES ACADEMIC PERFORMANCE
Department of Science Education, Bamidele Olumilua University of Education, Science and Technology, Ikere Ekiti, Nigeria.
Abstract
This paper examined the relative impact of heterogeneous and homogeneous ability grouping on undergraduates in Ekiti, Nigeria. The study adopted a pre-test, post-test, control group quasi-experimental design. Three null hypotheses were generated and tested at 0.05 level of significance. The sample consisted of 120 Science Education students selected from 200 Level (2023/24 session) through purposive sampling technique. The instrument that was used for the study was Science Education Achievement Test (SEAT). Expert judgments were used to ensure face and content validity. Test-retest method was used to determine the reliability and reliability Coefficient of 0.82 was obtained. The data were analyzed using inferential statistics of ttest. The study found out that there was no significant difference between the posttest means scores of students in the two homogeneous and heterogenous ability groups respectively after exposure to treatment. It was also revealed that there was a significant difference between the posttest means scores of students in the homogenous and heterogeneous ability group after exposure to treatment. Based on this finding, it was recommended among other things that the University management should organize seminar among lecturers of the institution on effective use of group interaction strategies in their various departments among others.
Keywords
Ability Grouping; Achievement; Heterogeneous; Homogeneous; Undergraduates
