Warrington, P; (2017) Teaching and learning practices and reported experiences of teachers and students in high, middle and low ability maths classes. Doctoral thesis , UCL (University College London).

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Abstract

Much research has been conducted into the effects of ability grouping. Research suggests that there are a number of negative effects of ability grouping for students in low ability groups including: lack of motivation, stigmatisation, low self-esteem and reduced academic progress. Research has attempted to explore the experiences of students and teachers taught in ability groups. This research has highlighted teaching and learning experiences as being variable between ability groups. Relatively little research has attempted to capture the day to day, in class, experiences of students grouped by ability. The research that has done so completed this in a way that prevents replication and does not provide a detailed account. This current research provides a detailed description of the nature of activities and teaching and learning interactions that take place within classrooms set by ability. The research aimed to provide a detailed account of the experiences of both teachers and students in relation to teaching and learning, classroom interactions, classroom environment and student’s self-concept. The research adopts a mixed method study design to explore and describe the experiences of ability grouping in high, middle and low ability maths classrooms in two inner city London secondary schools. The research draws on both quantitative and qualitative data to provide a rich account of the practices and experiences of ability grouped classes including: questionnaires, structured lesson observations, qualitative lesson observations, lesson audio recordings and semi-structured interviews. The findings of the study suggest that students taught in high, middle and low ability groups have varying experiences in relation to: interactions with peers and teachers; classroom environment; teaching and learning experiences and students self-concept. The researcher highlights the complexity of inter-relating factors in this area and considers how the different experiences of students placed in ability groups may relate to outcomes for students.

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