Cognitive Based Classroom Streaming and Self Esteem among Secondary School Students in Lira District
DOI:
https://doi.org/10.47672/ajep.700Keywords:
Cognitive classroom based streaming, self-esteem, Low and high ability group.Abstract
Purpose: The purpose of this study was to establish the relationship between cognitive based classroom streaming on students’ self-esteem among secondary school students in Lira district. It specifically analyzed the differences in the level of self-esteem between low and high ability group of students.
Methodology: The study adopted quantitative research approach. A cross sectional comparative research survey design was used to compare the level of self esteem between low and high ability group of students. A valid and reliable self-administered questionnaire was used to collect data. A total of 278 students from three secondary schools were selected using systematic random and purposive sampling techniques respectively. Data was coded and analyzed using Statistical Package for Social Scientists (SPSS version 23). The hypothesis was tested using independent sample t-test.
Findings: Findings revealed a significant difference in the level of self-esteem (t = 7.68, p<0.01) with high ability group of students scoring higher than low ability group. It was therefore concluded that ability grouping significantly influences students’ self-esteem.
Recommendation: The study recommended that: heterogeneous grouping, school family initiative programmes, guidance and counselling services and other co curricular activities be introduced /reinforced in schools to enable students discover their talents, build their esteem and cope with the environment.
Downloads
References
Abeele, V. M., and Cock, D. R. (2013). Cyber-bullying by mobile phone among adolescents:
The role of gender and peer group status. Communications: The European Journal of Communication Research, 38(1), 107-118. Doi: 10.1515/commun-2013-0006.
Adodo, S. O., and Agbayewa, J. O. (2011). Effect of homogenous and heterogeneous ability grouping class teaching on student’s interest, attitude and achievement in integrated Science. International Journal of Psychology and Counselling 3(3), 48-54.
Angela, J. (2016). Homogeneous Grouping and its Effectiveness in the Elementary School Setting. (Doctoral Dissertation). Carson-Newman University. Retrieved from: https://www.cn.edu/libraries/tiny_mce/tiny_mce/plugins/filemanager/files/Disse
Ansalone, G. (2010). Tracking: educational differentiation or defective strategy. Educational Research Quarterly, 34(2), 3-17. Retrieved from https://login.ezproxy.etsu.edu:3443/login?url=http://search.proquest.com/docview/14170 50908?accountid=10771
Auerbach, R. P., and Gardiner, C. K. (2012). Moving beyond the trait conceptualization of self- esteem: The prospective effect of impulsiveness, coping, and risky behavior engagement. Behaviour Research and Therapy, 50, 596-603.
Archbald, D. and Keleher, 1. (2008). Measuring conditions and consequences of tracking in the high school curriculum American Secondary Education, 36, 26-42.
Barbirye, A., (2019). Ability Practices, Self-Esteem and Academic Achievement among Secondary School Students. (Master’s thesis). Kampala: Makerere University. Retrieved from http://makir.mak.ac.ug/bitstream/handle/10570/7337/Alice-CHUSS-Masters
Boler, J. (2008). Promoting ‘relational equity and high mathematics achievement through an innovative mixed--‐ability approach. British Educational Research Journal, 34(2), 167- 194
Bolick, K. N., and Rogowsky, B. A. (2016). Ability Grouping is on the Rise, but Should It Be? American Research Institute for Policy Development. doi: 10.15640/jehd. v5n2a6
Catsambis, S., and Buttaro, A. (2012). Revisiting "kindergarten as academic boot camp": A nationwide study of ability grouping and psycho-social development. Social Psychology of Education: An International Journal, 15(4), 483-515. Retrieved from
https://login.ezproxy.etsu.edu:3443/login?url=http://search.proquest.com/docview/13 12424223? accountid=10771
Chiu, D., Beru, Y., Watley, E., Wubu, S., Simson, E., Kessinger R., …Rivera, A. (2008). Influences of Math tracking on seventh grade students’ self- beliefs and social comparisons. Journal of Educational Research, 102(2), 125-136.
Collins, C. A., and Gan, L. (2013). Does sorting students improve scores? An analysis of class composition (No. w18848). Cambridge, MA: National Bureau of Economic Research.
Dukmak, D. (2009). Ability Grouping and Teacher-Students Interaction among High and Low Achieving Students in Middle Primary Schools in the United Arab Emirates. Journal of Faculty of Education UAEU, 26, 1-30.
Ginsberg, D. (2016). Ability Grouping Better for Schools or Easier for students. Washington: Brookings Publishers.
Fram, M., Miller,C.J. E., and Horn, V. L. (2007). Poverty, race, and the contexts of achievement: Examining educational experiences of children in the U.S. South. Social Work, 52(4), 309-319.
Fung-Ying, A. S., and Chi-Shing, T. (2012). Effect of Ability Grouping on Coping Strategies and Self-esteem of Hong Kong Primary School Students. The Asia-Pacific Education Researcher 21(3). 552-563
Gentry, M., and MacDougall, J. (2009). Total school cluster grouping: Model, research, and practice. Systems and models for developing programs for the gifted and talented, 211- 234. Available: www.researchgate.net
Grohol, J.M. (2011). A New approach to teaching mindfulness students. Accra: Woeli Publishing company.
Hall, A. G. (2014). Investigating Ability Grouping and Self-Efficacy in Middle Grade Mathematics: Doctoral Dissertations--Educational, School, and Counseling Psychology. 26. Retrieved from https://uknowledge.uky.edu/edp_etds/26
Heltemes, L. (2009). Social and Academic Advantages and Disadvantages of Within-class Heterogeneous and Homogeneous Ability Grouping. Mathematical and Computing Sciences Masters. 4, 93.
Ireson, J., and Hallam, S. (2009). Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction 19(3): 201–213.
Johnston, O., and Wildy, H. (2016). The effects of streaming in the secondary school on learning outcomes for Australian students - A review of the international literature. Australian Journal of Education 60(1). doi:10.1177/0004944115626522
Kagooro, B., (2016). Nourishing self-esteem: Teen Empowerment Uganda. Retrieved from: www.womenleadingtheway.com/articles/NourishingSelfEsteem.pdf.
Kamwine, E. (2012). A competence-based teaching and learning approach in the 'O' level curriculum in Uganda. National Curriculum Development Centre research report. Retrieved from http://www.heart-resources.org/wp-content/uploads/2016/06/Inception- Report-Stre
Karungi, Z. (2016). Separating bright from the dull. editorial@ug.nationmedia.com
Kohn, A. (2011). Feel-bad education: Australia: SAGE publishers
Kususanto, P. (2010). Students’ self-esteem and their perception of teacher behavior: A study of between-class ability grouping. Retrieved from www.investigacion- psicopedagogica.org
King, K., Vidourek, R., Davis, B., and McClellan, W. (2009). Increasing self-esteem and school connectedness through a multidimensional mentoring program. Journal of School Health, 72(7), 294.
Letendre, G., Hofer B., and Shimizu, H. (2003). What is tracking? Cultural expectations in the United States, Germany and Japan. American Educational Research Journal 40(1):43- 89.
Liem, G., Marsh, H., Martin, A., McInerney, D., and Yeung, A. (2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal 50(2): 326–370.
Liou, P. (2014). Investigation of the big-fish-little-pond effect on students’ self concept of learning mathematics and science in Taiwan: Results from TIMSS
Asia Pacific Educ. Res. 23, 769–778. Doi: 10.1007/s40299-013-0152-3
Lipps, G. E., Lowe, G. A., Halliday, S., Morris, P. A., Clarke, N., and Wilson R. N. (2010). The association of academic tracking to depressive symptoms among adolescents in three Caribbean countries. Child and Adolescent Psychiatry and Mental Health 4(16): 16–20.
Loveless, T. (2013). The resurgence of ability grouping and persistence of tracking. Part II of Brown Center report on American education. Washington DC: Brookings Institution Press.
Mahuro, G., and Ngora, H. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Retrieved from http://dx.doi.org/10.1080/2331186X.2016.1264170
Mansor, A., Maniam, P., Hunt, M. and Nor, M. (2016) Benefits and Disadvantages of Streaming Practices to Accommodate Students by Ability. Creative Education, 7, 2547- 2558. doi: 10.4236/ce.2016.717241.
Marsh, H.W., and Mara, A.J. (2008). Have researchers underestimated the big fish little pond effect? Development of long term total negative effects of school-average ability on diverse educational outcomes. Self Research Outcome. University of oxford. Doi: http://doi.org/10.1007/s10648-008-9075-6
Marsh, H. W., Trautwein, U., Lüdtke, O., and Köller, O. (2008). Social comparison and big-fish- little pond effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology, 100, 510-524. Doi:10.1037/0022-0663.100.3.510
McCarter, A. K. (2014). Ability Grouping in Elementary Education. (Electronic Doctoral Dissertations). Paper 2459. Retrieved from: http://dc.etsu.edu/etd/2459.
McLeod, S. A. (2008). Self Concept. Retrieved from: http://www.simplypsychology.org/self- concept.htm.
Mulkey, L. M., Catsambis S., Steelman, L. C., and Crain, R. (2005). The long-term effects of ability grouping in Mathematics: A national investigation. Social Psychology of Education 8(2): 137–177.
Museus, S. D., Palmer, R. T., Davis, R. J., and Maramba, D. (2011). Factors in K–12 education that influence the success of racial and ethnic minority students in the STEM circuit. Racial and ethnic minority student success in STEM education: ASHE Higher Education Report, 36, 6 doi: 10.1002/aehe.3606
Muwumba, M. A. (2014). The challenges of assessing competencies and its implications on performance in national examinations in Uganda. International Association for Educational Assessment Conference paper. Retrieved from http://www.heart- resources.org/wp-content/uploads/2016/06/Inception-Report-Stre
Muyingo, J. C. (2011, May 16). Does streaming bring out the best in a child? New Vision. P.25
Myers. D.G. (2008). Social Psychology. Holland, MI: McGraw Hill.
Nabayunga, F. (2013, April, 23). Self- esteem improves students’ grades. Kampala. New Vision. P.13
Neihart, M. (2007). The socio-affective impact of acceleration and ability grouping.
Gifted Child Quarterly, 51(4), 330-341.
Nomi, T. (2010). The effects of within-class ability grouping on academic achievement in early elementary years. Journal of Research on Educational Effectiveness, 3, 56-92. doi: 10.1080/19345740903277601
Ogwang, J. (2011). Does streaming bring out the best in a child? New Vision.
Okurut, J.M. (2015). Examining the Effect of Automatic Promotion on Students’ Learning Achievements in Uganda’s Primary Education. Retrieved from http://dx.doi.org/10.5430/wje.v5p85
Olszewski K. P., (2013). Setting the record straight on ability grouping: Education Week Teacher. Retrieved from http://www.edweek.org/tm/articles/2013/05/20/fpolszewski.html
Orth, U., Maes, J., and Schmitt, M. (2015). Self-esteem development across the life span: A longitudinal study with a large sample from Germany. Developmental Psychology, 51, 248-259. doi: http://dx.doi.org/10.1037/a0038481
Orth, U., Robins, R. W., and Meier, L. L. (2009). Disentangling the effects of low self-esteem a nd stressful events on depression: Findings from three longitudinal studies. Journal of personality and social psychology, 97(2), 307. doi: https://doi.org/10.1037/a0015645
Pierce, R. L., Cassady, J. C., Adams, C. M., Speirs N, K. L., Dixon, F. A., and Cross, T. L. (2011). The effects of clustering and curriculum on the development of gifted learners' math achievement. Journal for the Education of the Gifted, 34(4), 569-594.
doi:10.1177/016235321103400403
Preckel, F., Gotz, T., and Frenzel, A. (2010) Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology 80(3): 451–472.
Rhonda, D.K. (2018). Ability Grouping and Student Achievement in Four Rural Elementary Schools in the Southern United States. Walden Dissertations and Doctoral Studies. Walden University: Retrieved from https://scholarworks.waldenu.edu/dissertations.
School record (2018). St. Catherine Secondary School. Lira
Seaton, M., Marsh, H. W., and Craven, R. G. (2009). Earning its place as a pan-human theory: Universality of the big-fish-little- pond effect across 41 culturally and economically diverse countries. Journal of Educational Psychology, 101, 404-419. doi:10.1037/a0013838.
Shield, C. (2010). A comparison study of student attitudes and perceptions in homogeneous and heterogeneous classrooms. Roper Review, 24(3), 115-119.
Steenbergen, H. S., Makel, M. C., and Olszewski, K. P. (2016). What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement: Findings of Two Second-Order Meta-Analyses. Review of Educational Research, 86(4), 849–899. Retrieved from https://doi.org/10.3102/0034654316675417
Stipek, D., Newton, S., and Chudgar, A. (2010). Learning related behaviors and literacy achievement in elementary school-aged children. Early Childhood Research Quarterly, 25(3), 385-395.
Sung, Y. T., Huang, L. Y., Tseng, F. L., and Chang, K. E. (2014). The aspects and ability groups in which little fish perform worse than big fish: Examining the big-fish-little-pond effect in the context of school tracking. Contemp. Educ. Psychol. 39, 220–232. doi: 10.1016/j.cedpsych.2014.05.002
Van, H. M. V., Demanet, J., and Stevens, P. A. (2012) Self-esteem of academic and vocational students: Does within-school tracking sharpen the difference? Acta Sociological, 55(1), 73-89. doi: 10.1177/0001699311431595.
Vogel, L. R. R., and Biesheuvel, J. (2010). Global, contingent and implicit self-esteem and psychopathological symptoms in adolescents. Personality and Individual Differences, 48(3), 311–316. doi:10.1016/j.paid.2009.10.025
Vogl, K., and Preckel, F. (2014). Full-time ability grouping of gifted students: impacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58, 51-68. doi:10.1177/ 0016986213513795
Worthy, J. (2010). Only the names have changed: Ability grouping revisited. Urban Review, 42, 271-295. doi:10.1007/s11256-009-0134-1
Zeenat, I. and Aeman, M. (2011). Student Self Esteem and Their Perception of Teacher Behavior: A Study of Class Grouping System in Pakistan. International Journal of Business and Social. Retrieved from https://ijbssnet.com/journals/Vol_2_No_16_September_2011/12.pdf
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
