Date of Final Oral Examination (Defense)
Type of Culminating Activity
Doctor of Education in Curriculum and Instruction
Curriculum, Instruction, and Foundational Studies
Jonathan Brendefur, Ph.D.
Carl F. Siebert, Ph.D.
Sara Hagenah, Ph.D.
Sherry Dismuke, Ed.D.
Questions involving the equitable distribution of mathematics instruction have been addressed since at least the early 1990’s. Since this time, little research has been conducted on the antecedents and effects of grouping elementary school students within homogenous mathematics groups. The purpose of this quantitative study was to compare the mathematics achievement of 4th grade elementary school students who were grouped in either homogenous or heterogeneous mathematics classes. A causal-comparative design was utilized in an attempt to find relationships between the independent variables of mathematics grouping level, sex, and ethnicity and the dependent variable of mathematics achievement. Data were analyzed using independent-sample t-tests, analysis of variance (ANOVA) and a multiple linear regression. Grouping was found to have little statistical significance on the mathematical achievement of 4th grade students within this study. The independent variables of sex and ethnicity were significantly associated with the dependent variable of mathematical achievement. There are many opportunities to further study the antecedents and effects of grouping elementary school students within homogenous mathematics groups. Other areas of research are: 1) what factors are used to group students into mathematics ability groups within elementary schools, 2) what factors determines how teachers are assigned to teach different levels of mathematics within elementary schools, and 3) at what grade level does sorting begin in mathematics?
Marinelli, Brian, "Effects of Grouping on 4th Grade Mathematics Achievement" (2017). Boise State University Theses and Dissertations. 1347.