The Effects of Multi-Age Grouping and Single-Grade Grouping on the Self-Concept of Second Grade Children

Abstract

The purpose of this study was to investigate the effects of multi-age grouping on the self-concept of second grade children. This study involved forty-eight second grade students attending a public, inner city, early childhood center, grades pre-k through three. Twenty-three of the subjects were students from a single grade second grade classroom. Twenty-five of the subjects were students in a first/second grade multi-age classroom. Forty-eight second grade subjects are students in either a single-grade grouping or a multi-age grouping. In the seventh month of second grade, the self-concept of each of the forty-eight students was assessed using the Child Rating Scale. The scores on the CRS from both the multi-age group and the single grade group were statistically compared.