Heterogeneous and Homogeneous: A Comparison in Performance among Grade 10

RBEC Students of Antique National School

An Action Research Proposal

Submitted by

Prince Rodolph N. Medina

Rhona Engel E. Nulada

Grade 10- Zeus

January 2019
 Context and Rationale

Education is said to be the major engine of a nation’s sustainable future that envisages

achieving a lining standard to meet the needs of the people, mainly by providing the route for

scientific and technologic progress, culture vitality and social cohesion. In this context, many

researchers question which one works the best for obtaining a more favorable educational

outcome, homogeneous or heterogeneous classrooms? (Correia, 2013).

Grouping is a very important element of learning. Wang (2013) pointed that six of fourteen

studies were found in support of heterogeneous grouping as beneficial for student achievement,

and four of five studies showed that heterogeneous grouping was beneficial for student learning

and their attitude towards other students. However, three of fourteen studies were found supporting

homogeneous grouping as beneficial for student achievement, and only one of five studies showed

heterogeneous grouping as beneficial for student satisfaction. Mahmoud (2011) mentioned that

low achievers and high achievers benefit from both homogeneous and heterogeneous grouping.

All this data suggests that both arrays have their place in the school.

A homogenous group can have a lesson plan tailored to the ability of the group as a

whole, rather than having to address students with a variety of abilities and needs. Students may

feel more comfortable in a group of their peers at about the same speed. On the other hand,

members of the heterogeneous group can interact more to help each other understand the

concepts being taught (Davies, 2015).

Does homogeneous group of students enable the largest number to experience the most

learning success? Or does heterogeneous grouping create a setting in which more students can

perform to the best of their abilities? (Cromwell, 2004).

 Accordingly, having homogenous or heterogeneous type of learning really has an impact

to the overall performance of a student. Hence, this study intends to find out whether which is

more efficient in enhancing the students’ learning capabilities: ability grouping or mixed

grouping?
 Action Research Questions

This action research will compare the effect of homogeneous and heterogeneous groupings

in the performance among Grade 10 RBEC students of Antique National School for School Year

2018-2019.

Specifically, this study will seek answers to the following questions:

1. What is the effect of grouping homogeneously versus heterogeneously on Grade 10

RBEC students’ performance?

2. Which is more efficient in enhancing the Grade 10 RBEC students’ performance:

homogeneous grouping or heterogeneous grouping?

3. How does heterogeneous and homogeneous grouping affect the performance of Grade

10 RBEC students?

Proposed innovation, intervention and strategy

To address the problem of whether which grouping is more efficient in enhancing the

students’ performance, the following strategies should be applied:

1. Evaluate the students’ proficiency in different learning areas

2. Every student of each grouping must have a valid job to perform with a known standard

of completion;

3. Leave students a group work wherein each member should invest in completing the task

or learning goal;
 4. Make sure that all the students have the knowledge and skills needed to carry out the

task.

Action Research Methods

This study will make use of quantitative and qualitative method of research to describe

the effect of homogeneous and heterogeneous grouping on the performance among Grade 10

RBEC students.

a. Participants and/or Other Sources of Data and Information

The target participants of the study will be 50 randomly selected Grade 10 RBEC

students of the last 3 homogeneous and the first 3 heterogeneous sections of Antique National

School who are officially enrolled in the school year 2018-2019. Proportionate sampling will be

used to determine the number of participants that will participate in each class section and this

will be drawn using fishbowl or lottery technique.

b. Data Gathering Methods

To gather the needed data, students will be investigated through quantitative and

qualitative processes. In the quantitative process, a questionnaire on the different learning areas

consist of 20 items will be developed by the researchers while in qualitative, the researchers will

interview the students to answer questions regarding the study. After which, the researchers will

collect the questionnaires and will note the answer in the interviews. The data gathered will be

analyzed to answer the research questions regarding the effectiveness of heterogeneous and

homogeneous grouping in the performance of Grade 10 RBEC students.

 c. Ethical Issues

Prior to administration of the instrument, permission to conduct the study will be

obtained from the Office of School Principal and Class Advisers of Grade 10 RBEC Students.

Likewise, prior consent from the parents of Grade 10 RBEC students will be secured before the

participants will be permitted to answer the questionnaire. All data gathered in this study will be

treated with utmost confidentiality and anonymity.

d. Data Analysis Plan

The gathered data in this study will be analyzed using SPSS as quantitative statistical tool

and NUDIST as qualitative statistical tool.

 Action Research Work Plan and Timelines

the following timelines will be observed in the conduct of this study:

Research Activity Duration Timelines

1. Preparation of research proposal 2 weeks January 7-21, 2019

2. Development of research instrument 1 week January 22-29, 2019

3. Data collection activities 1 month February

4. Data analysis and interpretation 1 week March 1-7, 2019

5. Preparation of final report 1 week March 8-15, 2019

Cost Estimates

In conducting this study, the following expenses will be incurred:

Research activity Quantity Items Cost

1.Reproduction of 2 reams Bond paper (short) 500
research Computer Ink 1000
Instruments
2. Expenses for data 2 reams Bond paper (short) 500
analysis and Computer Ink 1000
finalization of output
3. Encoding, printing, and Snacks 250
photocopying during the Printing 500
research process Photocopying 500
 4. Expenses for Snacks 200
dissemination/advocacy Certificates and 300
token
5. Reproduction of final 1 ream Bond paper (short) 200
research Report Computer Ink 500
Binding 500
TOTAL COST 5950

Plan for Dissemination and Advocacy

The possible findings of this study will be used by Grade 10 teachers as bases of their

classroom management strategies.

Likewise, the findings of this study will be utilized in formulating interventions to

address the problem of whether which grouping is more efficient in enhancing the students’

performance in Antique National School.

Finally, the findings of this study will be presented or disseminated to other educators

and researchers during the annual research forum of the Department of Education, Division of

Antique.
 References

Slavin, R. E. (1990). Point-counterpoint: Ability grouping; cooperative learning and the gifted.

Journal for the Education of the Gifted, 14(3), 3–8.

Wang, Z. (2013). Effects of heterogeneous and homogeneous on student learning, 46. DOI

https://cdr.lib.unc.edu/indexablecontent/uuid:ac391807-1cca-447e-801d-d

Cromwell, S. (2004,02,12). Homogeneous or heterogeneous: Which way to go?, DOI

https://www.educationworld.com/a_issues/issues046.shtml

Mahmoud, I.A.E.M. (2011). Effects of homogeneous grouping versus heterogeneous grouping

on high school students’ EFL writing achievement, 54

Correia, A. (2013,05,30). Homogeneous or heterogeneous ability grouping classrooms?, DOI

https://l.facebook.com/l.php?u=https%3A%2F%2Fnovaworkboard.wordpress.
Davies, C.L. (2015,01,29). What is the difference between heterogeneous and homogeneous

grouping?, DOI https://resumes-for-teachers.com/blog/interview-questions