NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1070155
Record Type: Journal
Publication Date: 2015-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0311-6999
The Effect of the Type of Achievement Grouping on Students' Question Generation in Science
Kaya, Sibel
Australian Educational Researcher, v42 n4 p429-441 Sep 2015
This study aimed to examine the influence of different types of achievement grouping on question generation. There were 46 participants from two Grade 5 classrooms. Students completed a test to determine their achievement levels. One of the classrooms was randomly assigned, to work in homogeneous achievement groups and the other one in heterogeneous achievement groups. The study lasted for 5 weeks during the spring semester of the 2013-2014 academic year. Before the study, both classrooms received instruction on the taxonomy of questions. Students were divided into corresponding achievement groups in the last science lesson of each week and were asked to generate and discuss questions in their groups regarding the topics covered in the week. The results were analysed based on a comparison between the homogeneous and heterogeneous achievement groups regarding the number of questions each student asked and the level of those questions. The results noted no difference between heterogeneous and homogeneous achievement groups in terms of the numbers of total questions, lower order questions or higher order questions. High-achieving students generated more overall questions and more higher order questions regardless of grouping type.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A