Investigating the Effect in Teaching and Learning Mathematics while Arranging Students in Classes According to Their Performance in Tanzanian Secondary Schools
Teaching and Learning Mathematics while Arranging Students in Classes
Abstract
This embedded research study investigated the effect of arranging students in classes according to their performance on the teaching and learning of mathematics. The purpose of the study was to determine whether grouping students based on their academic abilities would have a significant impact on academic achievement in this subject. A sample of students from a public secondary school was randomly assigned to either a high performance or a low performance class based on their performance in mathematics. Data were collected through interviewsand questionnaires for both students as well as teachers and analysed using descriptive and inferential statistics. The results of the study showed that there was a significant difference in academic achievement between the two groups, with the high-performance class outperforming the low performance class. The findings suggest that grouping students based on their academic abilities may have a positive impact on the teaching and learning of mathematics.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
