Influence of Different Types of Interclass Ability Grouping on Students' Academic Achievement in Mathematics: Evidence from the Confucian Asian Cluster
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| Title: | Influence of Different Types of Interclass Ability Grouping on Students' Academic Achievement in Mathematics: Evidence from the Confucian Asian Cluster |
|---|---|
| Language: | English |
| Authors: | Jian Li (ORCID |
| Source: | Educational Studies. 2025 51(5):1150-1169. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Achievement Tests, Secondary School Students, International Assessment, Mathematics Achievement, Ability Grouping, Heterogeneous Grouping, Teaching Methods, Comparative Education, Public Schools, Private Schools, Teacher Student Ratio, Teacher Background, Regional Characteristics, Differences |
| Geographic Terms: | Hong Kong, Macau, Taiwan (Taipei), Japan, South Korea, Singapore |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| DOI: | 10.1080/03055698.2024.2415609 |
| ISSN: | 0305-5698 1465-3400 |
| Abstract: | Ability grouping has attracted worldwide attention in relation to various subjects among different countries and regions. However, few studies have focused on the relationship between ability grouping and students' mathematical academic achievement in the Confucian Asian countries. Thus, in this study, we aimed to determine how different types of interclass ability grouping impact students' academic achievement in mathematics. We analysed PISA2022 data for 34,968 students from 923 schools in six countries and regions, including Hong Kong, Macau, Taipei, Japan, South Korea, and Singapore, using a hierarchical linear model and propensity score matching. We found that overall, multi-level ability grouping reduced students' mathematics achievement, and this negative effect was particularly significant among high-ability students, while it promoted the mathematics achievement of low-ability students to some extent. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486462 |
| Database: | ERIC |
| Abstract: | Ability grouping has attracted worldwide attention in relation to various subjects among different countries and regions. However, few studies have focused on the relationship between ability grouping and students' mathematical academic achievement in the Confucian Asian countries. Thus, in this study, we aimed to determine how different types of interclass ability grouping impact students' academic achievement in mathematics. We analysed PISA2022 data for 34,968 students from 923 schools in six countries and regions, including Hong Kong, Macau, Taipei, Japan, South Korea, and Singapore, using a hierarchical linear model and propensity score matching. We found that overall, multi-level ability grouping reduced students' mathematics achievement, and this negative effect was particularly significant among high-ability students, while it promoted the mathematics achievement of low-ability students to some extent. |
|---|---|
| ISSN: | 0305-5698 1465-3400 |
| DOI: | 10.1080/03055698.2024.2415609 |
