The Impact of Social Class and Ability Group on Students Academic Achievement: a Case Study of Selected Primary Schools
DOI:
https://doi.org/10.31764/ijeca.v5i2.10210Keywords:
Social Class, Group Ability, Academic Achievement,Abstract
Ability group system (AGS) can be understood as grouping students according to their academic abilities. There are pros and cons of the ability group implementation in schools. However, this system is still practised in modern national educational systems. The present study explored the impact of students’ socioeconomic status (SES) and the AGS implementation on selected primary students’ academic achievement. The research utilised the qualitative method and followed a case study design confined to a selected primary school that implemented the ability group system in their teaching and learning process. A total of 12 informants were selected using the purposive sampling technique. The sample consisted of four teachers with experience adopting ability groups in the teaching and learning process and eight parents who have children in different ability level classes. Data was obtained using semi-structured interviews, non-participant classroom observation, and document analysis. The findings demonstrate that SES background and AGS could impact students’ academic performance. Therefore, this study suggested that the improving of group ability implementation in schools is crucial, such as teaching method and strategies that teacher use in different level of group ability should be improved. Also schools should provide a sufficient training for teacher to implement group ability system.References
Alhojailan, I. M. (2012). Thematic Analysis: ACritical Review of its Process and Evaluation. West East Journal of SocialSciences, 1(1).
Creswell, J. W. (2012). Educational Research:Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson.
Croizet, J.-C., & Millet, M. (2011). Social Class and Test Performance: From Stereotype Threatto Symbolic Violence and Vice Versa. Stereotype Threat : Theory, Process and Application, OxfordUniversity Press, 188–201,.
Denice, P. (2022). Spatial Mismatch and the Share of Black , Hispanic , and White Students Enrolled in Charter Schools. https://doi.org/10.1177/00380407221108976
Denzin, N. K., Linclon, S., & Vonna, Y. (2005). The Sage handbook of qualitativeResearch (3rded.).Thousand Oaks. Sage.
Doddy, H. W. (2015). Penerapan Pengelompokan Siswa Berdasarkan Prestasi di Jenjang Sekolah Dasar. Jurnal Psikologi Undip Vol.14 No.2 Oktober.
Ferjan M. &Jereb, E. (2014). Educational Achievements as a Determinant of an Individual’s Formal Power.
Gwenda Walters. (2021). Tracking and Experiences of Black Students Following the Inception of No Child Left Behind. 3(March), 6.
Irizarry, Y. (2021). On Track or Derailed? Race, Advanced Math, and the Transition to High School. Socius, 7. https://doi.org/10.1177/2378023120980293
McGillicuddy, D., & Devine, D. (2020). You feel ashamed that you are not in the higher group’—Children’s psychosocial response to ability grouping in primary school. British Educational Research Journal, 46(3), 553–573. https://doi.org/10.1002/berj.3595
Muir, M. (2008). Tracking & Ability Grouping. from The Principals’ Partnership website. www.principalspartnership.com/tracking.pdf.
Purwanto. A. (2011). perlukah pengelompokan siswa bersadarkan kepintarannya. https://www.kompasiana.com/bimabela.com/perlukah-mengelompokkan-siswa-berdasarkan-kepintarannya
Rinawati. (2017). Pengaruh Status Social KeluargaTerhadapKecerdasanSiswa di MIN WonokartoNgadirojoPajitan.Instute Agama Islam Negeri (IAIN.
Risdiyanto. (2021). Inovasi Kurikulum. 160.
Santoso. (2017). Status Social EkonomiOrangtua, MotivasiBelajar, PrestasibelajardenganMinatmelnjutkan Study KeperguruanTinggi.UniversitasSanata Dharma.
Tezel-Sahim, I. (2011). in the Home and at School: How Working Class Children ’Succeed Against the Odds. British Educational Research Journal, 36(3), 463–482.
Webel, C., & Dwiggins, A. D. (2019). Prospective elementary teachers’ experiences with and perspectives on grouping by ability in mathematics. Mathematics Teacher Education and Development, 21(2), 4–23.
Downloads
Published
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- Authors are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Publication Ethics
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- Authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- Authors agree to the following copyright agreement.
Authors who publish with IJECA (International Journal of Education and Curriculum Application) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
