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BEHAVIORAL EFFECTS OF BEING IN THE LOWER SECTION ON THE GRADE V AND VI STUDENTS OF MELCHORA AQUINO ELEMENTARY SCHOOL

Galino, John Carlo Mano, Rio Anne Mendoza, Deema Palomo, Anna Paulina

October 2012

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ABSTRACT

Many schools of today, whether public or private has this ability sectioning among the students. They are grouped according to their thinking skills, ability performances and level of intelligence. This study would be discussing and be focusing on students who belong to the lower section. This was made to determine the behavioral effects on students being in a lower section, particularly on the last two lower sections in Grades 5 and 6 in Melchora Aquino Elementary School. Researchers are to observe and conduct an interview among the students in order for us to identify what were the common effects and/or maybe some problems students experience during their stay in the lower section. analysis. Keywords: behavior, lower section, effect In doing so, the study will utilize a qualitative descriptive research design. Data and observations will be analysed using content

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TABLE OF CONTENTS

ABSTRACT CHAPTER I. INTRODUCTION Background of the Study 1 Statement of the Problem 2 Objectives of the Study .. 2 Hypotheses of the Study. 2 Theoretical Framework.. 3

Significance of the Study 4 Scope and Limitations of the Study 5 Definition of Terms. 5

CHAPTER II. REVIEW LITERATURE.. 7 CHAPTER III. METHODOLOGY Research Design. 13 Sources of Data.. Method of Data Collection/Data Collection Procedure. Analytical Procedures/Methods of Analysis.. 13 14 14

REFERENCES 16 APPENDICES 17

CHAPTER I INTRODUCTION

Background of the Study Many of Filipinos have experienced being sectioned homogenously in their elementary and secondary years of schooling. This is also called the Ability Grouping. Students are grouped according to the abilities and thinking skills they possess. Homogenous studentsectioning consequentially follows the emergence of the higher section-lower section dichotomy with the higher(est) sections c o m p o s e d o f s t u d e n t s h a v i n g e x ceptional marks to the lower(est) sections composed of students with the lowest grades. This arrangement would most likely produce the higher section student and the lower section student labels, with their accompanying attributions and expectations that are traditionally attached to them. This trend of student sectioning or grouping still exists today. Often in primary grade levels, which will be the focus of the study, research depicts three specific groups; high, average, and low-ability students. In the study conducted by Kruse(2006) heterogeneous grouping in the elementary grade level has been found to produce academic and social benefits for high-ability, average-ability, and low-ability learners. It seems that majority of the research focuses on the homogenous grouping and the academic and social benefits for the students. But the problem is that homogenous grouping and its behavioral effects on the student seems to be disregarded, specifically for those in the lower sections. Students in lower section are often disregarded by most people in our surrounding, leaving them unnoticed and so affect their behaviors. This study aims to focus on them, identify why could be the reason of such behaviors and so people may understand them. This is not only for the students and for the researchers but most importantly for teachers, school administration and for the parents who have their children in lower sections and is noticing something about the behavior of the student. With these, we could understand them, and think and do the best we can to improve the current educational trend we have in the Philippines.

Statement of the Problem

The purpose of this study is to determine the behavioral effects of elementary students in the lower sections. Behavioral effects will be defined by the actions, performances and answers as measured by having an interview and an observation on students in Melchora Aquino Elementary School. The study hopes to answer the two main questions: a. What are the respondents perceptions towards homogenous sectioning? b. What are the behavioral effects on students belonging in the lower section? Since this will use an interview as a method of getting data, additional questions will surely arise based on students responses and behavior on the whole duration of the study.

Objectives of the Study This study will attempt to find out the behavioral effects on students in the lower section. Specifically, the study aims to: a. determine the positive and negative effect in the student b. identify the behavior that students demonstrate towards studies and relationships c. know their perceptions about homogenous grouping

Hypotheses of the Study For the purposes of this study behavioral effects will be defined by the students response on the questions and its interpretations. There will be one independent variable which is the students in the lower section. The dependent variable or outcome will be from the respondents behaviors. Through the course of this descriptive research, data collected and interpreted will show that elementary students, who are in the lower section, grouped homogenously be academic ability, will show significantly poor behaviors than those in the higher section. Researchers, since they themselves experienced grouping or sectioning according to their abilities, assume that students who are from lower-ability sections really have negative behaviors due to some factors. Students tend to have a pointless argue with each other and exhibit the

3 things or behaviors according to others negative perception towards them rather to prove others that they are wrong.

Theoretical/Conceptual Framework This study will use Social Stratification Theory by Ogburn and Nimkoff. According to Ogburn and Nimkoff (1964)'', the process by which individuals and groups are ranked in a more or less enduring hierarchy of status is known as stratification". Gisbert (1973) says, "Social stratification is the division of society into permanent groups of categories linked with each other by the relationship of superiority and sub-ordination". Melvin M. Tumin (1967) defines social stratification and refers to arrangement of any social group or society into a hierarchy of positions that are unequal with regard to power, property, and social evolution and of psychic gratification". According to Lundberg (1920), "A stratified society is one marked by inequality by differences among people that are evaluated by them is being 'lower' and 'higher'. According to Raymond W. Murry(1987), ''Social stratification is a horizontal division of society into 'higher' and lower' social units". Social stratification Theory has characteristics. First it is social. It is social in the sense it does not represent biologically caused inequalities. It is true that such factors as strength, intelligence, age and sex can often serve as the basis of strata are distinguished. But such differences by themselves are not sufficient to explain why some statuses receive more power, property and prestige than others. Biological traits do not determine social superiority and inferiority until they are socially recognized and give importance. For example the manager of an industry attains a dominant position not by his strength nor by his age but by having the socially defined traits. His education, training skills, experiences, personality, character etc. are found to be more important than his biological qualities. Then, it is ancient. According to historical and archaeological records, stratification was present even in the small wandering bands. Age and sex were the main criteria of stratification then, women and children last was probably the dominant rule of order. Difference between the rich and poor, powerful and humble, freemen and slaves was there in almost all the ancient civilizations. Ever since the time of Plato and Kautilya social philosophers have been deeply concerned with economic, social and political inequalities. Lastly, it is universal. is a worldwide phenomena. Difference between the rich and the poor or

4 the 'haves' and the 'have nots' is evident everywhere. Even in the non-literate societys stratification if very much present. As Sorokin has said, all permanently organized groups are stratified. As defined by the theory, it is the process where people are ranked hierarchal based on their status, intelligence and abilities. So same with homogenous grouping, it will help us to know about it.

Significance of the Study The result of this study would be beneficial for these groups of people: Students Students opinions are to be voiced out and so they will be heard and be understood by the people around them. It is important, that to be able to help students learning problems, they must be understood first and if that happens, their perception and behaviors may be improved. Teachers This study may help teachers understand, assess and help students towards their academic, emotional, social and behavioral growth. Since teachers are students second parent, it is important that they know what the effects of current trend are in the educational system. For this will help them improve the way teaching and handling students should be. Parents It is important that students performance and behavior inside and outside the school premises, parents are briefed. They would be able to help their child. This study will help parents, together with the teacher; attend to either negative or positive behavior of students in the lower section. Information gathered through this study can help them identify what and why students behave the way they are doing. Researchers Information gathered from this study may help and give ideas to other researchers who are to focus on the subject. Since this specific research problem are not too common to others, the group wants this to be paid attention so that other researchers would have a wider and more comprehensive study on the problem. Educational System This trend in the current educational system may be found unequal among students, though the system benefit from it. Students are suffering for it causes more on negative effect on the students in lower sections. This study may be a help in the current educational

5 system by improving the system so that everyone would benefit. Information and interpretations could be one of the bases that they can consider.

Scope and Limitation of the Study

Since this study will use a qualitative descriptive research design, this will be much difficult one and will have more delimitations compare to other designs. First, respondents are selected purposively, meaning they are chosen from a group because they are fitted the qualification set by the researchers in choosing the proper respondents. This may have its limitation for respondents should possess a rare or somewhat different from the common behavior in the group. Also, there might be a circumstance that the respondent would not be portraying the real behavior while the interview session is ongoing. Next is that a qualitative research design, in order for the information to be gained an interview will be conducted. There might be a conflict in the result of the study if the respondent would not answer the given question properly. And so interpretations would be different that the truthful one. And the major restriction of this study is that data and information collected are to be interpreted by the researchers. In this, researchers may fail if they would be decoding answers objectively. There might be instances, because behavior is the main focus, researchers would not take into consideration respondents answer but rather interpret their own views, observations and perceptions towards the subject. With these researchers would be very clear with their purpose of studying this specific problem. Researchers should always keep into their minds that this research focuses on students answers and behavior while interview is ongoing, even before and after the interview, for true behaviors are mostly shown if no one is looking.

Definition of Terms In order to better understand the study, the following are list of terms that are defined conceptually and operationally to clarify idea presented in the study:

6 a. Behavior - that portion of the organism's interaction with its environment that is characterized by detectable displacements in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment. b. Effect result; a change or changed state occurring as a direct result of action by somebody or something else. In the study, effect is the one that researches must give focus; to be specific is the behavioral effects. This is the variable that would define and give direction to the research study. c. Student sectioning the problem of assigning students to classes (i.e., individual sections of a course) while respecting individual student course requests along with additional constraints (e.g., a student cannot attend two classes that overlap in time). In the study, student sectioning is the key where in researchers can find the desired information in order for them to answer the problem. d. Lower section the groups in a year level who are grouped according to their abilities and capacities. They are considered the weaker(est) students.
e. Behavioral Effects - An influence upon some human action in response to media

content.

7 CHAPTER II REVIEW OF RELATED LITERATURE

As a background regarding the behavioral effects of sectioning, specifically the first factor which is the sectioning, here are some studies that will be very helpful in conducting this study. In Smeighs (2002) research, he first defined the meaning of ability grouping and here it goes. Researchers have struggled for decades to find answers to questions about ability grouping: Does anyone benefit from it? Is anyone harmed by it? Who benefits (or is harmed) the most? Why? Are there alternatives to ability grouping? The answers are not always clear cut and often depend on whom you ask and what learning outcomes are deemed important. To many educators, ability grouping is considered a sensible response to academic diversity. To others, the practice has harmful unintended consequences and should be abandoned. Indeed, research, logic, and emotion often clash when debating the topic of ability grouping. But what do we really know? This issue of the Balanced View takes a close look at the research evidence and attempts to make sense out of this nearly century long debate. We begin our discussion with a clarification of terms. Ability grouping, simply put, is the practice of dividing students for instruction on the basis of their perceived capacities for learning. The two most common forms of ability grouping are: within-class grouping, which refers to a teachers practice of dividing students of similar ability into small groups, usually for reading or math instruction, and between-class grouping, which refers to a schools practice of separating students into different classes, courses, or course sequencescurricular tracks based on their achievement. Students in classes grouped by ability are said to be homogeneously grouped. Conversely, students in mixed-ability classes are said to be heterogeneously grouped.

8 The term tracking historically referred to the practice of grouping high school students by ability into a series of courses with differentiated curriculum. Students took all high, middle, or low-level classes, labeled college preparatory, general, or vocational, and rarely moved between them. Although this type of tracking has declined in recent years, many researchers still use the term to describe various forms of between-class grouping. In the study of Kruse(2011), academic growth will be defined by a percentage of increase on the mean percentile scored on the MCA-II in the subject area, one before treatment and one after, and the comparison of pretest and posttest unit raw scores in the subject area. There will be two independent variables, or treatments; those are the specifically designed heterogeneous and homogeneous groupings. The dependent variable, or outcome, will be the measured academic growth. Through the course of this experimental research, the data collected and quantified will show that primary grade students, who are grouped heterogeneously by academic ability, will show significantly higher academic growth than students grouped homogeneously by ability. As Muller and Murray (1997) says student sectioning is the problem of assigning students to classes (i.e., individual sections of a course) while respecting individual student course requests along with additional constraints (e.g., a student cannot attend two classes that overlap in time). The traditional reason for optimizing student sectioning, rather than students choosing individual classes, is to maximize the number of satisfied student course requests. In the on-line version of the problem this means maintaining a distribution of available space in classes across times needed to accommodate requests by students who come later in the process. To meet modern expectations, optimizing student sectioning must also consider other preferences and priorities of students while creating their class schedules. This is an important problem for institutions offering many courses with multiple sections. In the study conducted by Klausmeier, Mulher and Wakefield (1960) they studied those students opinions about sectioning and their responses to the sociometric test exam mean? In the light of this and the other evidence from achievements tests results, teacher and the parent opinions, and the continuance of the sectioning in these schools was recommended. It was also pointed out that the low ability students seem to be getting less from school in terms of their social and academic needs that do those of high ability. Since the large majority of students and

9 teachers favoured continuing the sectioning and since non-class activities were considered far more important by all the students than classes as the basis for forming friendships, the sectioning is not considered likely to produce any more undesirable social effects that would non-sectioned classes in which possibly a larger number of low ability students might fail, quit school, and not have the opportunity to form friendships at school in non-class activities. Smithson (1971) states: although the education literature is filled with studies of homogeneous vs. heterogeneous sectioning of students in elementary and secondary schools very little has been reported at the college level and the author is not aware of any such studies involving large numbers of college students in physics. In the academic year 1968-1969 we had the opportunity to collect some data on homogeneous sections of both good students and poor student. The courses were General Physics I and II, which at that time were required of all sophomores except majors in physics, applied science, and electrical engineering. Each course consisted of three fifty-minute class periods and one two-hour laboratory period per week for a sixteen-week semester. Enrollment was 994 in General Physics during the first semester and 925 in General Physics II during the second semester. The students were computer scheduled into twelve divisions each of which had a different class schedule. Each division was then subdivided into sections of 15-20 students. Twenty-five instructors taught one or more of the resulting sections with the same instructor meeting the: section for both classes and laboratory. And after his study was done, he concluded that on objective final examinations in general college: Bettor students do equally. Well in either homogeneous or heterogeneous section. Poorer students do better when paced in heterogeneous sections rather than homogeneous sections. Instructors tend to grade daily work more liberally when teaching homogeneous sections of low ability. According to Abletis (2009) mostly educated Filipinos experienced being sectioned homogenously during their elementary and high school years. The trend of homogenous studentsectioning still exist today (although efforts have been made to weaken it) such that labels,

10 expectations, and attributions associated and indicative to student-stratification continue to exist, constraining and aiding people to pigeonhole (typifications) students based on how much they posses what the school values (academic achievement i.e. indicative to grades, especially to what section-status they belong [higher, average, lower section). The paper strays from qualitative methodologies conventionally required in Symbolic Interactionism to explicitly show that (the conception of) labels, expectations, and attributions are shared and that their possible effects shouldnt be neglected (because a considerable proportion of the population has been consulted), unlike case studies which, the researcher thinks, are prone to such (because of small number of respondents). Despite being largely quantitative, meanings on qualitative responses (i.e. reasons, explanations) given by the respondents were explored and interpreted. This is a manifestation that this research has recognized the duality of both macro and micro processes of the labeling phenomena (Structural Symbolic Interactionism). Using the commonly used survey method, the researcher was able to get the attitudes, perceptions, and feelings of higher and lower section students regarding the labeling that they were experiencing, on a massive and collective sense. The theory was validated among randomly selected respondents from Justice Cecilia Muoz Palma High School (former Payatas High School) SY 08-09, Barangay Payatas, Quezon City. After data gathering and analyses, the researcher found out that higher section students were secondary deviants, have positive subjective-academic-self-concepts, were aspiring and (more) motivated for academic achievement, were being competitors with other students, and were being co-operators with their teachers, other teachers, and the school administration. All these findings were caused (although not strong) by the positive, high expecting labels associated to them. Lower section students, on the other hand, were primary deviants, have indeterminate subjective-academic self-concepts, were aspiring and motivated for academic achievement, and were also being competitors with other students. Negative, low expecting labels associated to them caused (although not strong) these findings.

11 Conflicting views were reiterated at the end of the paper (i.e. Chapter 4) to leave the reader the decision of whether to track (homogenously sectioning) or to untrack (heterogeneous sectioning) students. In his study, some of his conclusions for the students at Justice Cecilia Muoz Palma High School were homogenously sectioned. Previous grades (performance) were the basis in assigning students to higher, middle (average), and lower sections. Homogenous studentsectioning was chosen to raise the academic performance of students through teaching them based on their (perceived) ability to learn and comprehend lessons. Expectations and attributions associated to higher and lower section students were presented. Data proved that these expectations are existing and are somewhat being used to describe higher and lower section students. Expectations and attributions for higher section students convey positive meanings unlike those for lower section students. This implies that higher section students occupy a prestigious position in the student-hierarchy, unlike lower section students (disadvantaged position). Higher and lower section student-respondents tended to accept the section they presently belong. It was found out that respondents of both subsample population were respectively labeled based on the section-status they belong. The labelers were specified. It was clear that expectations and attributions associated to higher and lower section students became labels through the act of tagging. Higher section students tended to be labeled by the labellers with positive, high expecting words, while lower section students tended to be labeled with (mostly) negative, low expecting words. Data were consistent that higher section students tended to accept the labels being tagged to them (hence, were secondary deviants) while lower section students tended to be indeterminate on their attitudes on the labels being tagged to them (hence, were primary deviants). Further, higher section students tended to have positive subjective academic self-concepts unlike lower section students (indeterminate subjective academic self-concepts). In doing activities at school, the self-confidence of both higher and lower section students tended to be moderately strengthened by the labels tagged to them. Higher section students

12 tended to be more studying hard than lower section students. Higher section students tended to be more motivated for academic achievement than lower section students. In Olenoskis (2010) study; he conducted an interview with a teacher and at the same time is conducting an observation towards a specific student regarding his behaviors towards the people around him. He observed that the student went along with the class, was much disciplined and well behaved in reading and the opposite in math. The students and class atmosphere in each group have an effect on his behavior and academic success. While in the interview on the teacher, some of the answers are: making the students feel comfortable in the classroom with their peers of the same learning ability is important, it is good for the students and the teacher because we can teach and the students can learn at the same pace, there is a big difference between the students in each group when it comes to their behavior and effort, When there are distractions I usually just send the student out of the room for a little while So, he concluded that teachers believe ability grouping is necessary to benefit both the teacher and the student. Observations still conclude that the lower levels are at a disadvantage.

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CHAPTER III METHODOLOGY

Research Design This study will use a qualitative descriptive research design. Qualitative research refers to inductive, holistic, subjective and process-oriented methods used to understand, interpret, describe and develop a theory on a phenomena or setting. It is a systematic, subjective approach used to describe life experiences and give them meaning research is mostly associated with words, language and experiences rather than measurements, statistics and numerical figures. Descriptive research refers to research studies that have as their main objective, the accurate portrayal of the characteristics of a person, situation or groups. This approach is used to describe variables rather than to test a predicted relationship between variables. Together, qualitative descriptive research design would be the most effective research design problem. Since behavior is one of the main terms in the study, and behavior is a characteristics and this is to be measured in this study qualitative descriptive research design fits. No data are to be computed but rather interpreted. And since behavioral effects are to be collected from the students, answers are to be described in order to attain the desired outcome.

Participants Data and information are to be gathered from selected students in Melchora Aquino Elementary School. Our participants would be students coming from the lower sections from grades 5 and 6 to obtain the data needed.

14 Data Collection Procedure The data gathering phase of the study will start by asking first the permission from the school principal if he would allow the research study be conducted in his school. Researchers, on the other hand, are to prepare for the possibilities of things to happen. This study will use an interview in order to gain data to be used for the study. Interviewing refers to structured or unstructured verbal communication between the researcher and the participants, in which information is presented to the researcher. Researchers should be acting as the interviewer for the rest of the study. Directions should be made clear before the interview be conducted. Information should remain confidential between the researcher and the subject. Since an interview will be done, the environment should be a comfortable place for the interviewee because if not, it may affect the respondents behaviour which is the answer to the problem. There should always be premise for the researchers in doing this study. Researchers should always be aware that what they are doing is an interview and at the same time is observing. Data collected are to be interpreted and if from the very first part in data gathering failed, the whole study might not attain the answer to the problem truthfully.

Analytical Procedures Data collected will be analyzed using content analysis. Content Analysis as a research technique for the objective, systematic, and quantitative description of manifest content of communications. Content analysis is a research tool focused on the actual content and internal features of media. It is used to determine the presence of certain words, concepts, themes, phrases, characters, or sentences within texts or sets of texts and to quantify this presence in an objective manner. Texts can be defines broadly as books, book chapters, essays, interviews, discussions, newspaper headlines and articles, historical documents, speeches, conversations, advertising, theatre, informal conversation, or really any occurrence of communicative language. To conduct a content analysis on a text, the text is coded or broken down, into manageable categories on a variety of level-word, word sense, phrase, sentence or themeand then examined using one of content analysis basic methods: conceptual analysis or relational analysis.

15 The results are then used to make inferences about the messages within the text(s), the writer(s), the audience, and even the culture and time of which these are a part. For example, Content Analysis can indicate pertinent features such as comprehensiveness of coverage or the intentions, biases, prejudices, and oversights of authors, publishers, as well as all other persons responsible for the content of materials.

16 References:

Abletis, John Nicer. (2009). Labeling as a consequence of Homogenous StudentSectioning at Justice Cecilia Muoz Palma High School and its subsequent effects on Selected student-related variables. Journal of Educational Research. 16, 185-188

Gisbert, T. (1973). A revised analytical approach to the theory of social stratification. Pp. In Class, Status, and Power: A Reader in Social Stratification, ed. R. Bendix and S. Lipset. Glencoe: Free Press.

Klausmeier, Herbert J. et. al. (1960). High School Students Evaluate Sectioning. 5 Kruse, Andrew J. (2011). The Benefits of Heterogeneous Groupings over Homogeneous Groupings. Principals of Educational Research. 8 Muller, Tomas and Murray, Keith. (1997). Comprehensive Approach to Student Sectioning. Journal of Educational Research. 1 Murry, Raymond W. (1987). New Light on Old Issues: The Relevance of Really Existing Socialist Societies for Stratification Theory. 3341 Ogburn, H. and Nimkoff, K. (1964). Spillovers, stratification, and inequality. European Economic Review. 38, 83645. Olenoski, Chris. (2010). Ability Grouping in the Elementary Classroom and its Effects on Students Academic Lives. Educational Research Paper.8-11 Smeigh, Frederick. (2002). Research-based information on timely topics. The Balanced View. 1 Smithson, J.R. (1971). Two experiments in Homogeneous Sectioning of Students in General Physics. Paper K-13. 1, 7

Tumin, Melvin M. (1967). Some Principles of Stratification: A Critical Analysis. 41 49 Lundberg, O. (1920). An Integrated Theory of Social Stratification.

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APPENDICES
Time Table DAY 1st- 3rd day 4th day 5th day 6th-15th day 16th day 17th-21th day 22th-26th day 27th day ACTIVITIES Seeking permission from the school heads for the study to be conducted. Identifying the population Identifying the sample group Administration of the interview Evaluation of answers in the interview Data analysis procedures Summary of findings and conclusion Recommendations

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Budget Matrix

PARTICULAR

ESTIMATED EXPENSE

1. Conducting the Study Fare Printing P1000.00 P200.00

2. Final Output Critic Printing P1000.00 P300.00

3. Contingency

P300.00

Total:

P2, 800.00