Undergraduate Thesis

The purpose of this research study was to determine elementary teachers' perceptions in regard to the academic and social outcomes of the various homogeneous grouping arrangements utilized in Parañaque Elementary School Central for learners. This study explored the various ability grouping arrangements utilized with elementary learners, how these arrangements are determined, and what instructional modifications are present with each arrangement. The researcher conducted face-to-face interviews with 10 elementary teachers employed in the Parañaque Elementary School Central System in Parañaque. Content analysis was used to analyze data. It was found that academic outcomes of learners are greater in a homogeneous grouping arrangement than in a heterogeneous grouping arrangement because the curriculum is more rigorous. While there is no proof whether the positive academic outcomes as seen in test scores are attributable to the grouping itself, test scores are not solely what is important when evaluating academic outcomes of gifted students because some true academic outcomes may not show up for years to come, such as interest in pursuing a certain field of study. Next, a homogeneous grouping arrangement allows students to bond with their like-minded friends, feel higher levels of security, develop a sense of belonging, and exhibit more receptivity to each other's' different ideas. The positive social outcomes associated with homogeneous grouping tend to be more important than the positive academic outcomes. Next, even though teachers' delivery models are driven by state and district requirements, the delivery models allowed at the elementary level in Paranaque are ones that in effect provide for homogeneous groupings. Lastly, homogeneous grouping has a tremendous impact on the ability to offer appropriate instructional modifications, such as differentiated content and a differentiated learning process, that heterogeneous, cooperative grouping cannot remotely compare.