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Research Paper English
Research Paper English
TERESA BAGAIPO
CAMILLE MAGNANAO
LAIRYLL PRICE
MARTIN SANTIAGO
IV-HORACIO DE LA COSTA
INTRODUCTION
The most commonly used sectioning for schools is the
homogeneous grouping. This method groups the
students by their similarities and abilities. Do you ever
wonder why this method of sectioning is used? This
research study was conducted in order to identify the
effects to the academic performance, study habits and
social involvement of such groupings; homogeneous
and heterogeneous. This research used a descriptive
type of research. The instruments used to gather data
include a researcher made questionnaire.
Frequencies and percentages were used as statistical
treatment to interpret and analyze the data gathered.
50%
17%
16%
Grade 8
2nd Year
3rd Year
4th Year
Section
50%
50%
Heterogeneous
Homogeneous (Honors, Semi-Honors, General)
0%
96 and above
0%
91-95
1%
8%
26%
86-90
11%
16%
80-85
28%
0%
79 and below
0%
10%
5%
10%
Heterogeneous Section
15%
20%
Homogeneous Section
25%
30%
0%
96 and above
0%
91-95
7%
1%
26%
86-90
13%
17%
80-85
25%
0%
79 and below
0%
11%
5%
10%
Heterogeneous Section
15%
20%
Homogeneous Section
25%
30%
Studies at home
39%
Yes
44%
11%
No
6%
Frequency of Study
Everyday
Weekly
9%
16%
5%
3%
23%
19%
2%
6%
5%
Heterogeneous Section
Homogeneous Section
1%
4%
3%
8%
14%
Days before
Time of Study Night Before
Morning (6 a.m. to noon)
0%
Afternoon (noon to 6 p.m.)
14%
13%
3%
8%
20%
0%
18%
2%
25%
18%
6%
3%
5%
33%
7%
10%
Heterogeneous Section
15%
20%
25%
Homogeneous Section
30%
35%
16%
No
27%
34%
Yes
23%
0%
5%
10%
15%
Heterogeneous Section
20%
25%
30%
35%
Homogeneous Section
40%
ANALYSIS AND
INTERPRETATION
According to Crilly (2000) student are able to balance their
study habits together with their social involvement. Student
are diverted from studies to have interesting talks and they
get to bond with their peer. His study show that every
student should have a minimum of an hour to divert
herself/himself to talk and hang out with peers. Part of good
study habits is to provide yourself a time to unwind. So when
students get back to studying their minds are set
productively processing information. We can see from the
graphs shown that student who are from the heterogeneous
sections have better study habits than those from the
homogeneous.
Honor Students
for the
1st Quarter
Academic Performance
32%
No
47%
18%
Yes
3%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Heterogeneous Section
Homogeneous Section
20%
3%
30%
No
47%
Failing Marks
Yes
No
4%
16%
46%
34%
ANALYSIS AND
INTERPRETATION
In a study conducted by Baer (2003), it focused on the
academic progression of college students studying
educational courses. The first examination of the students
were the basis for his conclusion. The result of his study
shows that the homogeneous groups outperformed the
heterogeneous groups.
Social Involvement
Participation in
Group Activities
20%
22%
Always
28%
Sometimes
Never
Active Club
Members
25%
2%
3%
22%
23%
Yes
25%
25%
Somehow
No
0%
3%
2%
5%
10%
Heterogeneous Section
15%
20%
25%
Homogeneous Section
30%
Number of Friends
26%
10 and above
27%
9%
7 to 10
14%
10%
4 to 6
5%
5%
2 to 3
4%
0%
5%
10%
Heterogeneous Section
15%
20%
25%
Homogeneous Section
30%
ANALYSIS AND
INTERPRETATION
According to Kruse (2011) heterogeneous grouping or mix
ability-grouping is most beneficial to students in terms of
social involvement. The purpose of mix ability-grouping is to
create a realistic work environment for students because
diversity is inevitable in the real world. This type of
sectioning prepare students to be aware and help them to
interact with people with various abilities and skills.
Moreover, if you go to different institutions and firms, you
will find out that employers would staff people with various
expertise.
Again the motive of heterogeneous is to make students
interact with different kinds of people whether in gender, age,
race, ability and more factors.
Greatly in favour
4%
30%
Quite in favour
26%
11%
Not in favour
4%
0%
5%
10%
Heterogeneous Section
15%
20%
25%
Homogeneous Section
30%
35%
Heterogeneous Sectioning
6%
Greatly in favour
31%
32%
Quite in favour
Not in favour
0%
17%
12%
3%
5%
10%
Heterogeneous Section
15%
20%
25%
30%
Homogeneous Section
35%
ANALYSIS AND
INTERPRETATION
CONCLUSION
Based on the findings and conclusions of the study, it is
not certain which sectioning is preferable, there are many
factors which should be considered. It is recommended that
when grouping
students