Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups

Mara Cotič; Daniel Doz; Milena Valenčič Zuljan; Amalija Žakelj; Darjo Felda

doi:10.29333/iejme/12810

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Mara Cotič ¹ , Daniel Doz ¹ ^* , Milena Valenčič Zuljan ² , Amalija Žakelj ¹ , Darjo Felda ¹

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¹ Faculty of Education, University of Primorska, Koper, SLOVENIA² Faculty of Education, University of Ljubljana, Ljubljana, SLOVENIA^* Corresponding Author

Abstract

In the present study, we were interested in the appraisal by teachers who have had experience with an individual form of differentiation of the efficiency of grouping learners into homogenous or heterogeneous groups. In the study, seven aspects were thus considered: (1) the learning performance and motivation of learners, (2) the learners’ activity, (3) didactic ways of adapting teaching to diverse learners, (4) the impact on the formation of learners’ personality, (5) cooperation among learners, (6) opportunities for professional development, and (7) cooperation with parents. The research has shown that there is a statistically significant difference between the teachers who teach in homogeneous groups and the teachers who teach in heterogeneous groups in all the seven aspects of the appraisal of the efficiency of grouping learners into homogenous or heterogeneous groups. Regarding most of the assertions, teachers belonging to both groups perceive the way of teaching they perform as having the most advantages.

Keywords

teacher
teaching mathematics
homogeneous groups
heterogeneous groups

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 18, Issue 1, February 2023, Article No: em0727

https://doi.org/10.29333/iejme/12810

Publication date: 06 Jan 2023

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How to cite this article

APA

Cotič, M., Doz, D., Valenčič Zuljan, M., Žakelj, A., & Felda, D. (2023). Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups. International Electronic Journal of Mathematics Education, 18(1), em0727. https://doi.org/10.29333/iejme/12810

Vancouver

Cotič M, Doz D, Valenčič Zuljan M, Žakelj A, Felda D. Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups. INT ELECT J MATH ED. 2023;18(1):em0727. https://doi.org/10.29333/iejme/12810

AMA

Cotič M, Doz D, Valenčič Zuljan M, Žakelj A, Felda D. Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups. INT ELECT J MATH ED. 2023;18(1), em0727. https://doi.org/10.29333/iejme/12810

Chicago

Cotič, Mara, Daniel Doz, Milena Valenčič Zuljan, Amalija Žakelj, and Darjo Felda. "Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups". International Electronic Journal of Mathematics Education 2023 18 no. 1 (2023): em0727. https://doi.org/10.29333/iejme/12810

Harvard

Cotič, M., Doz, D., Valenčič Zuljan, M., Žakelj, A., and Felda, D. (2023). Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups. International Electronic Journal of Mathematics Education, 18(1), em0727. https://doi.org/10.29333/iejme/12810

MLA

Cotič, Mara et al. "Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups". International Electronic Journal of Mathematics Education, vol. 18, no. 1, 2023, em0727. https://doi.org/10.29333/iejme/12810