Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups
Mara Cotič 1 , Daniel Doz 1 * , Milena Valenčič Zuljan 2 , Amalija Žakelj 1 , Darjo Felda 1
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1 Faculty of Education, University of Primorska, Koper, SLOVENIA2 Faculty of Education, University of Ljubljana, Ljubljana, SLOVENIA* Corresponding Author

Abstract

In the present study, we were interested in the appraisal by teachers who have had experience with an individual form of differentiation of the efficiency of grouping learners into homogenous or heterogeneous groups. In the study, seven aspects were thus considered: (1) the learning performance and motivation of learners, (2) the learners’ activity, (3) didactic ways of adapting teaching to diverse learners, (4) the impact on the formation of learners’ personality, (5) cooperation among learners, (6) opportunities for professional development, and (7) cooperation with parents. The research has shown that there is a statistically significant difference between the teachers who teach in homogeneous groups and the teachers who teach in heterogeneous groups in all the seven aspects of the appraisal of the efficiency of grouping learners into homogenous or heterogeneous groups. Regarding most of the assertions, teachers belonging to both groups perceive the way of teaching they perform as having the most advantages.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2023, Volume 18, Issue 1, Article No: em0727

https://doi.org/10.29333/iejme/12810

Publication date: 06 Jan 2023

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