The heterogeneous group ranks second on individual achievement gains, behind the high homogeneous group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The heterogeneous group achieved the second-highest mean achievement gains, after the high homogeneous group. → Sumadi 2017

Evidence¶

Sumadi 2017¶

Sumadi, I. N. S. Degeng, Sulthon, & Waras. (2017). Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills. International Journal of Evaluation and Research in Education, 6(3), 216-220. https://eric.ed.gov/?id=EJ1157151

q2 · i? · causal · r1

The conclusion section of the quasi-experiment states the rank order of achievement gains: "high group of homogeneous shows the increased values of the individual achievements of the highest, followed the heterogeneous group", then middle and low homogeneous groups.

"Evidently, high group of homogeneous shows the increased values of the individual achievements of the highest, followed the heterogeneous group, middle group of homogeneous, and the low group of homogeneous shows the increase in value of the lowest on the individual achievements."

Discussion¶

Related Claims¶

• Ability-grouping composition in reciprocal teaching of collaborative learning significantly affects individual achievement, with the high homogeneous group showing the largest mean gain (19.5) and the low homogeneous group the smallest (11.75) — related
• Ability-grouping composition in reciprocal teaching of collaborative learning significantly affects social skills, with the high homogeneous group showing the largest mean gain (10.92) and the low homogeneous group the smallest (6.71) — related
• Homogeneous-high groups showed the highest productivity; heterogeneous groups outperformed homogeneous-average and homogeneous-low groups, and low-activity students were more productive in homogeneous groups — related