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Within-Class Grouping: A Meta-Analysis

Concordia University

John C. Spence

University of Alberta

Catherine Poulsen, Bette Chambers and Sylvia d’Apollonia

Concordia University

The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using two sets of study findings. The first set included 145 effect sizes and explored the effects of grouping versus no grouping on several outcomes. Overall, the average achievement effect size was +0.17, favoring small-group learning. The second set included 20 effect sizes which directly compared the achievement effects of homogeneous versus heterogeneous ability grouping. Overall, the results favored homogeneous grouping; the average effect size was +0.12. The variability in both sets of study findings was heterogeneous, and the effects were explored further. To be maximally effective, within-class grouping practices require the adaptation of instruction methods and materials for small-group learning.

Review of Educational Research, Vol. 66, No. 4, 423-458 (1996)
DOI: 10.3102/00346543066004423


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