Date of Award

8-1988

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

It was the purpose of this study to compare two methods of grouping students in the classroom. A group of 30 students (15 girls, 15 boys) who were homogeneously grouped and then heterogeneously grouped were tested for significant differences in their SAT (Stanford Achievement Test) Reading, Language, and Math scores. There was a significant difference found between the homogeneous and heterogeneous groupings at the .05 level. The results indicate that grouping students homogeneously would be the better method of grouping. Other conclusions and recommendations are made based on the above findings.

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