The effect of grouping and program type on scholastic and affective outcomes in the Mawhiba schools partnership initiative

Abstract

Researchers have struggled for decades to determine whether ability grouping is helpful or harmful; however, study findings have been inconsistent. To assess the effect of grouping and program type on scholastic and affective outcomes, three grouping types (gifted separate-class enrichment, pull-out gifted enrichment, and no enrichment), three program types (gifted program, high-ability students not in a gifted program, and average students in regular classes) and a sample of 600 male students were used in this study. Results show that grouping and program type affect students’ scholastic outcomes, with gifted enrichment programs having a significant effect on student learning, and students participating in gifted programs having a significantly more positive self-perception, both scholastically and socially, than do non-participating students. The present results support the grouping of gifted students homogeneously based on cognitive ability, and reinforce the notion that affective outcomes are a complicated issue where the factors are inter-related and capable of influencing students’ perceptions in different ways.