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Part A: Literature Review

Topic: “What factors enhance student engagement in secondary classroom?”

Sub-Topic: Do mixed ability classes create an engaging secondary student environment?

Qualitative Observation

Educative structures in contemporary settings have increased prevalence in secondary schooling

that reflects variant grouping systems such as mixed ability classrooms. This organisational

progression has been developed in the promotion of equity, optimisation of quality, and

effectiveness in teaching (Valiandes, 2015). Systematically implemented in most schools, mixed

ability grouping refers to the selection of students of varied abilities being taught within the same

classroom, rather than being separated into groups according to learning level.

The following essay will discuss empirical research, and theoretical, conceptual, and pedagogical

principles that have become emblematic in the application of mixed ability classrooms.

Enactment of Mixed Ability Classrooms

The dynamic nature of education, suggests that schools necessitate the preparation of students

to display collaboration, problem solving and thinking skills. As confident producers of knowledge,

student populations in contemporary settings require responsiveness to the variant, and expanding

array of cultural, language and experiential diversities emblematic within the majority of present-day

classrooms. Teachers thus need to provide equitable accessibility to numerous learning experiences

to enhance the opportunities for the comprehensive spectrum of learners. These classrooms are

prevalent within these discussions, as they are heterogenous by design, and facilitates the learner,

knowledge, assessment, instruction and community (Tomlinson, 2015). Subsequently, teachers will

need a characterised proficiency in planning challenging learning experiences, whilst additionally

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supporting lower level learners; and on the converse – extending the challenge for advanced

students.

Ideologically, this pattern of organisation is connotated with instruction. Teachers require

numerous skills when teaching in a heterogenous secondary classroom. As Bailey and Bridges (2016)

suggest, teaching to mixed ability can be sub-divided into four categories: undifferentiated class

teaching, individual work in ability groups, individualised working and collaborative mixed ability

group work.

Undifferentiated class teaching reiterates the identical teaching practice that would have

been employed with a homogenous class population. The benefits of this form of practice are the

lack of modification to previous teaching practice. However, the overt complexities associated with

this practice are its genuine applicability, and transference of effectual student learning

opportunities (Bailey & Bridges, 2016).

Individual work in ability groups is a conservative approach that enacts a micro streaming

structure within the classroom. Students are separated within the classroom dependent upon their

level of academic ability. The subsequent individualisation of instruction and tasks, essentially

minimises the impact and intent of the mixed ability classroom (Kutnick & Blatchford, 2014).

individualised teaching is programming tailored to each student. This conceptualisation is

formulated based upon the abilities, needs and attainments of different students (Bailey & Bridges,

2016). Seemingly advantageous for students with preference to undertaking work unaccompanied,

individualised teaching is reliant upon individual accountability. Individualised teaching as Stanley

(2014) postulates, is unsustainable for the teacher. The variability in the application of instructional

strategies for each student eludes to an extensively higher workload outside of the classroom (Lynch

& Pappas, 2017)

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Collaborative mixed ability group work; logistically, is the most effectual practice within

mixed ability groupings in secondary classrooms (Evagorou & Osborne, 2013). Bailey and Bridges

(2016) continue to discuss the suspension of discrimination in collaborative tasks as students are

assigned tasks and roles in relation to their own capacity. This exposure to collaborative activities

with variant student levels, generates a working mechanism that enables the augmentation of social

and intellectual capabilities (Evagorou & Osborne, 2013).

Literary Examination of Mixed Ability Secondary Classrooms

Extending the scope of literature in this review must ascertain the validity of this method.

In educative pursuits, there is debate regarding homogenisation and heterogenisation, however,

for the purpose of extending the evaluation of mixed ability groupings in secondary classrooms; foci

will be placed upon heterogenization (Dar & Resh, 2018). A contrasting argument persists in

connotation to the social and academic advantage and disadvantage within variant class

compositions (Dar & Resh, 1986; Abraham, 2014; Dar & Resh, 2018).

Upon assessment, the findings by Hanus and Fox (2015) indicate that high ability students

pervasively succeed, irrespective of ability grouping style. Furthermore, the identification of gifted

and talented students substantially benefitting from experiences associated with the pedagogical

approach of guided instruction (Pedersen & Kronborg, 2014; Hornby & Witte, 2014; Cortes &

Goodman, 2014)

Average ability students emphasised greater levels of engagement in homogenous

classrooms, however, they performed better in heterogenous groupings. Saleh (2007) suggests that

mixed ability groups are advantageous for average ability students. Largely due to minimal

engagement with group interactions, Saleh (2007) enforces that structured collaboration enabled

students pervasively enhanced student contribution, achievement and motivation.

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The experience of lower-ability students highlighted an increase in academic achievement in

heterogenous composed classrooms (Hanus & Fox, 2015). Bailey and Bridges (2016), akin to Hanus

and Fox (2015), identified significant academic improvements for low ability students as a result of

mixed ability classes. These justifications are inclusive of, but not limited to: improved confidence

and understanding of the curriculum, and a subsequent increase in intrinsic motivation and

engagement.

GaT students consequently develop the capacity to explain information to lower- ability

students. Low ability student’s progress in parallel to the ability to provide assistance or clarification

from GaT students. These, in connotation with observation and interaction, provide numerous

opportunities for individuals to progress (Lou, Abrami, Spence, Poulsen, Chambers, & d'Apollonia,

1996)

Moreover, varied ability grouping benefits students in improving their social strata.

identified the advantageous enhancement of students in areas of attitude toward school work

and each other, the dual-provision of social and academic lessons, and the construction of a

collaborative community within the classroom. The attributes contribute to a pervasive learning

environment that requires student participation and engagement. Tombaugh and Mayfield (2014)

additionally acknowledged socio-cognitive augmentation – as attitudes toward the subject area, self-

efficacy, retention of material and conceptual development across variant educational settings.

Educational implications

The interactional effect of mixed ability within the secondary classroom is led by systematic

educational and socio-political considerations. The influence of diverse student populations in

secondary classrooms necessitates suitable differentiation (Dar & Resh, 2018). A question persists as

to how mixed ability classes are constituted. The variant construction of mixed ability classes
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between secondary schools is a catalyst for inconsistency. In such situations, the foremost factor of

application in mixed ability classrooms is differentiated instruction (Aftab, 2016). An adversity to this

instructional tool is educators being able to manage consistent differentiation of class tasks for

longevity (Florian & Spratt, 2013).

Conclusion

The implementation of mixed ability classrooms for secondary student engagement has ensued

a polarising debate within literature. At the forefront is the development of lower-ability students,

utilising GaT students as a tool for observation and transference of information. The contrasting

argument therefore, denotes that the higher-ability students are being restricted. Consequently,

teachers are the facilitators of education. Teachers need to effectually implement strategies to

engage the dynamic multiplicity of learning needs. The spectrum of student compositions has a large

influence on the capacity for schools to achieve the upmost potential for their students.
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References

Abraham, J. (2014). Divide and School: gender and class dynamics in comprehensive education.

Routledge.

Aftab, J. (2016). Teachers’ beliefs about differentiated instructions in mixed ability classrooms: A

case of time limitation. Journal of Education and Educational Development, 2(2), 94-114.

Ashman, A. F., & Conway, R. N. (2017). Using cognitive methods in the classroom. Routledge.

Bailey, C., & Bridges, D. (2016). Mixed ability grouping: a philosophical perspective. Routledge.

Cortes, K. E., & Goodman, J. S. (2014). Ability-tracking, instructional time, and better pedagogy: The

effect of double-dose algebra on student achievement. American Economic Review, 104(5),

400-405.

Dar, Y., Resh, N. (1986). Classroom Composition and Pupil Achievement (1986). London: Routledge.

Dar, Y., & Resh, N. (2018). Classroom Composition and Pupil Achievement (1986): A Study of the

Effect of Ability-Based Classes. Routledge.

Evagorou, M., & Osborne, J. (2013). Exploring young students' collaborative argumentation within a

socioscientific issue. Journal of Research in Science Teaching, 50(2), 209-237.

Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice.

European Journal of Special Needs Education, 28(2), 119-135.

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal

study on intrinsic motivation, social comparison, satisfaction, effort, and academic

performance. Computers & Education, 80, 152-161.

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Hornby, G., & Witte, C. (2014). Ability grouping in New Zealand high schools: are practices evidence

based?. Preventing school failure: Alternative education for children and youth, 58(2), 90-95.

Kulik, C. L. C., & Kulik, J. A. (1982). Effects of ability grouping on secondary school students: A meta

analysis of evaluation findings. American educational research journal, 19(3), 415-428.

Kutnick, P., & Blatchford, P. (2014). Groups and classrooms. In Effective group work in primary school

classrooms (pp. 23-49). Springer, Dordrecht.

Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d'Apollonia, S. (2013). Within class

grouping. International guide to student achievement, 167-169.

Lynch, R. P., & Pappas, E. (2017). A Model for Teaching Large Classes: Facilitating a “Small Class Feel”.

International Journal of Higher Education, 6(2), 199.

Pedersen, F., & Kronborg, L. (2014). Challenging secondary teachers to examine beliefs and

pedagogy when teaching highly able students in mixed-ability health education classes.

Australasian Journal of Gifted Education, 23(1), 15.

Saleh, M., Lazonder, A. W., & de Jong, T. (2007). Structuring collaboration in mixed-ability groups to

promote verbal interaction, learning, and motivation of average-ability students.

Contemporary Educational Psychology, 32(3), 314-331.

Stanley, J. (2014). How unsustainable workloads are destroying the quality of teaching. Schools Week.

Tombaugh, J. R., & Mayfield, C. O. (2014). TEAMS ON TEAMS: USING ADVICE FROM PEERS TO

CREATE A MORE EFFECTIVE STUDENT TEAM EXPERIENCE. Academy of Educational

Leadership Journal, 18(4).

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Tomlinson, C. A. (2015). Teaching for excellence in academically diverse classrooms. Society, 52(3),

203-209.

Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in

mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies

in Educational Evaluation, 45, 17-26.

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Part B: Collection Protocol

Dear Potential Participant:

I am working on a project titled “What factors enhance student engagement in secondary

classroom?” for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part
of the project, I am collecting information to help inform the design of a teacher research proposal.

The focus, more specifically will be upon mixed-ability grouping and their ability to create an engaging
secondary student environment. The research will investigate mixed ability classrooms and identify the
advantages and disadvantages of such a structure. A qualitative observation of eight participants within
a secondary classroom, anticipates valuable information as to the effectiveness of varied student
compositions.

By signing this form, I acknowledge that:

 I have read the project information or where appropriate, have had read to me the project
information and have been given the opportunity to discuss the information and my involvement
in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to partaking in observation of engaging in learning activities.
 I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________
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Part B: Collection Protocol

Duration: 20 minutes Activity: Grade:

Participants: 8 Learning Description:

Coding Key:
Dynamics within the classroom that increase or decrease levels of engagement

Teacher Led Activity TL Students are On Task OT

Collaborative Learning C Students are Off Task OffT
Independent Work I Content is Relevant CR

Lesson:

Minute Learning Coding: Engagement Observation

1 – 20 Task the students were Comments with abbreviations to make efficient
undertaking field notes
E.g. “Group Research Task” “C, OT – students were highly engaged”

1
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5
6
7
8
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10
11
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20
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Part C: Explanation

Justification of Protocol Design

The protocol design is the use of qualitative observation. Qualitative observation, is a flexible

approach to data collection. Being qualitative allows a foci to be placed upon the nature of the group

dynamics (Flick, 2014)

The non-participant/complete observer attempts to standardise the note-taking.

Observation is methodologically systematised and applied in this sense through coding. The

additional application of coding to the structure of this observation is a way to qualitatively assess

the situation. This low impact form of data collection is simple in design (Heyman, Lorber, Eddy &

West, 2014).

As a non-participant, otherwise known as a complete observer (Musante & DeWalt, 2010),

which provides reliability as well as validity when analysing behavioural observation data (Zohrabi,

2013). This is due to being not directly involved in the learning activities, and thus, the perspective

can be representative of the pervasive situation, and not merely of the situation the observer was

involved in (Fraenkel, Wallen & Hyun, 1993).

Relation to the Literature Review

The literature review focussed upon variant concepts within mixed-ability classrooms, and their

ability to create an engaging secondary learning environment. The qualitative observation therefore

interacts with the literature review as a means to directly ascertain the dynamics of the classroom.

The aforementioned review discusses the potential range of advantages and disadvantages to
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mixed-ability classrooms. By extension, the qualitative observation will reflect on how these factors

interact within this student composition.

As an observer there is an ability to misinterpret situations in hindsight. Therefore, as a

precautionary, and calculated measure; the addition of coding to the field notes allows the observer

to make quicker field notes to ensure the focus is upon the observation (Sánchez-Algarra & Anguera,

2013). Coding will be a resource to simplify the field notes that are taken into six categories: teacher

led activity (TL), collaborative learning (C), independent work (I), students are on task (OT), students

are off task (OffT) and content is relevant (CR). All factors of classroom dynamics, the intention is

that these will be connoted with the literature review and provide information of engagement

within the classroom, and by extension for mixed ability groups.

Contribution to the Overarching Topic

The contribution to the group reiterates observations characteristic ability to relate to other

methods of research.

The subsequent methods of data collection of surveys and interviews, have the capability to

potentially identify areas of interest. In connotation, observation can thus evaluate the commonality

of these behaviours and whether the engagement specified in these methods are supported within

the observation. On the converse, the exploratory observations may necessitate interview

questioning that requires information or responses regarding particular experiences from these

participants for the purpose of evaluation and analysis. Furthermore, the data received from

interviews and surveys can be utilised in combination with observational data to include a pervasive

evaluation of the factors of engagement regarding secondary classrooms.

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Triangulation is the utilisation of multiple approaches in research (Heale & Forbes, 2013).

The use of multiple independent measures ensures comprehensive reliability in the information

attained from the research (Walsh, 2013).

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References

Flick, U. (2014). An introduction to qualitative research. Sage.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education

(Vol. 7). New York: McGraw-Hill.

Heale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence-Based Nursing,

ebnurs-2013.

Heyman, R. E., Lorber, M. F., Eddy, J. M., & West, T. V. (2014). Behavioral observation and coding.

Musante, K., & DeWalt, B. R. (2010). Participant observation: A guide for fieldworkers. Rowman

Altamira.

Sánchez-Algarra, P., & Anguera, M. T. (2013). Qualitative/quantitative integration in the inductive

observational study of interactive behaviour: impact of recording and coding among

predominating perspectives. Quality & Quantity, 47(2), 1237-1257.

Walsh, K. (2013). When I say… triangulation. Medical education, 47(9), 866-866.

Zohrabi, M. (2013). Mixed Method Research: Instruments, Validity, Reliability and Reporting

Findings. Theory & practice in language studies, 3(2).