The effects of ability grouping on low-achievers' motivation and teachers' expectations: A perspective from Hong Kong

The effects of ability grouping on low-achievers' motivation and teachers' expectations: A perspective from Hong Kong

• Chang, Corina Choi Chun
• Westwood, Peter Faculty of Education, University of Hong Kong

Hong Kong Special Education Forum, 4, 27-48, 2001

Special Education Society of Hong Kong Ltd.

2001

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• A Human Growth & Development
  • AE Socioeconomic & Cultural Differences, Class & Family Background
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

Previous studies have suggested that placing students in ability groups for teaching purposes can have negative consequences on the self-esteem and motivation of the students placed in the lowest groups. The study reported here explored this phenomenon in relation to students in a Band 4-5 secondary school in Hong Kong. A self-report questionnaire, with items covering classroom motivation and attitude, was used to elicit responses from 212 students in the first and second year. The students were from three different ability groups, ranging from high ability (relative to a Band 4-5 school) to low ability. Results indicated significant differences between the mean scores for students in the highest and lowest ability groups in seven out of twenty items in the questioonaire. In general the findings indicate a less optimistic attitude and a reduced level of motivation in students from the lowest group. Research evidence has also suggested that ability grouping can have a negative impact on teachers' motivation and expectancy in relation to the lowest-ability groups. This study explored the expectancies, beliefs and attitudes of 25 teachers who work with the students identified above. It was found that the teachers typically held more negative views of low-ability classes. The article includes discussion of the implications of these findings in terms of modifying teachers' attitudes and improving the learning opportunities for low-ability secondary students.
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• English

Journal Articles

• 15627861

https://bibliography.lib.eduhk.hk/en/bibs/fee9f09e

2019-01-03