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dc.contributor.authorTanea, Timothy H.
dc.date.accessioned2021-09-07T21:43:19Z
dc.date.available2021-09-07T21:43:19Z
dc.date.issued8/1/1988
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5152
dc.description.abstractIt 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.
dc.subjectThesis 647
dc.subjectBrockport Thesis Collection
dc.subjectEducation
dc.subjectAbility Grouping
dc.subjectMiddle School Education
dc.titleHeterogeneous Versus Homogeneous Grouping for Instruction for Grades Five Through Eight
dc.typethesis
refterms.dateFOA2021-09-07T21:43:19Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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