Does ability grouping create undesirable aspects for the slow learner?

Abstract

Scope of Study: This report is an attempt by the author to check some of the literature to see if ability grouping actually creates undesirable aspects for the slow learner. The author is interested in the slow learner since he is working with them in the classroom. Three aspects are considered in this report. These aspects are: (1) Will ability grouping insure higher academic achievement for the slow learner? (2) Can good social relationships exist between the slow learner and his peers in a school utilizing ability grouping? and (3) Can the slow learner develop desirable personal attitudes in a class in which he is grouped for instructional purposed on the basis of ability?

Findings and Conclusions: In the case of ability grouping insuring academic achievement, there is too little evidence to support this view. Undoubtedly something will be proven in the future.

On the surface, the literature seems to agree that very little adverse effect is caused by ability grouping on the pupils' social relationships. Even though they are grouped on ability in school, this has very little or no effect on how children choose their social friends.

Ability grouping does have a harmful effect on the slow learner in his quest to develop a desirable personal attitude. The slow learner often feels that he is inferior because he is set apart from the other students and therefore, he cannot develop a desirable sense of personal worth.