Republic of the Philippines

Department of Education
Region V
Division of City Schools
Masbate National Comprehensive High School
Quezon Street, Masbate City

CLASS HOMOGENEITY: EFFECTS TO THE BEHAVIORAL

PERFORMANCE OF GRADE 12 ABM
STUDENTS OF MNCHS

In partial fulfillment of requirements in Practical Research I

at Senior High School

Proponents:

Alyssa Mae M. Danao

Vanna Vefsie M. Discaya
Danica Mae A. Mendoza

Gerard Jan D. Ibañez

Practical Research I Teacher

October 2017
 ABSTRACT

Homogeneous grouping is an educational method utilized to differentiate instructions is a

way for students to obtain academic achievement and to know the behavioral performance within
the class. The objective for implementing homogeneous placement is to increase students’
performance by providing instruction at their present academic level. The primary goal of this
research study was to ascertain if there was a statistically significant differences among the
behavioral performance of the 3 (three) ABM sections.
This study examined how homogeneous grouping arrangements affect students’ work
motivation, social interaction, and moral behavior. The main results indicate that low-ability
students achieve more and are more motivated to learn in heterogeneous groups. Average-ability
students perform better in homogeneous groups whereas high-ability students show equally
strong learning outcomes in homogeneous and heterogeneous groups. Results on social
interaction indicate that heterogeneous groups produce higher proportions of individual
elaborations, whereas homogeneous groups use relatively more collaborative elaborations. In the
discussion, these differences in social interaction are used to explain the differential effects of
grouping arrangements on achievement scores. Practical implications are discussed and topics
for further research are advanced.

i.
 ACKNOWLEDGEMENT

This research would have taken far longer to complete without the encouragement from
many others. It is the proponents’ pleasure to extend deepest gratitude and to acknowledge those
who made this study possible.

First and foremost, the researchers would like to thank God for being the source of
everything wonderful. Without Him, the wisdom and ability to do something like this would be
impossible. The successful completion of this study was all because of Him.

To Mr. Ricardo R. Marfiga Ph.D., for being a supportive principal and for giving
permissions to conduct this research study.

To the most supportive adviser, Mrs. Margie B. Andaya, thank you for your love and
guidance. And for giving pieces of advice with regards to this matter.

The appreciation also goes to the researchers classmates for helping in the most possible
way and for the love and motivation.

To all the respondents, for allowing the proponents to have a quick survey by answering
the questionnaires and for giving the best and honest answers.

Deepest love and gratitude goes to the proud parents of the researchers. Thank you for the
inspiration, motivation, unending support and encouragement all throughout this study. For not
giving up especially when it comes to financial needs and moral support.

Finally, the love and appreciation goes to the proponents Practical Research teacher, Mr.
Gerard Jan D. Ibañez for devoting much time by reading the work and giving corrections over
and over again just to make the research study a successful one. His immense help, exemplary
guidance, valuable feedback and encouragement gave the proponents the will, passion and
determination to finish this research study with love. Working under him was truly a
knowledgeable and fun experience.

To those people who were not mentioned but have helped the researchers even in the
smallest possible way, thank you.

To God be the Glory!

Truly yours,

The Student Researchers

ii.
 TABLE OF CONTENTS

Title Page
Abstract ........................ i.
Acknowledgement ........................ ii.
Table of Contents ........................ iii-iv
List of Figures ........................ v.
Chapter I: Introduction
1.1 Background of the Study ......................... 1
1.2 Statement of the Problem ......................... 1
1.3 Significance of the Study ......................... 1
1.4 Scope and Delimitations ......................... 1
1.5 Definition of Terms ......................... 1

Chapter II: Review of Related Literature

2.1 Review of Related Literature ......................... 3

Chapter III: Methodology

3.1 Research Design ......................... 3
3.2 Research Instruments ......................... 3
3.4 Procedure ......................... 3
3.5 Data Collection Method ......................... 3
3.6 Sampling Method ......................... 3

Chapter IV: Results and Discussion

4.1 Findings ......................... 3

iii.
Chapter V: Conclusion and Recommendations
5.1 Conclusion ......................... 3
5.2 Recommendations ......................... 3
5.3 Bibliography ......................... 3
5.4 Documentation ........................ 3

Appendices
Appendix A (Questionnaire Survey) ......................... 3
Appendix B (Letter of Consent) ......................... 3

iv.
List of Figures
Figure 1- Proportion of the MNCHS Grade 12 ABM Students’ Feelings as to the
Implementation of Class Homogeneity. ……………………………………………
Figure 2- Proportion of the MNCHS grade 12 ABM Students’ Activeness in Participating
in Class Discussions ………………………………………………………………...
Figure 3- Proportion of the MNCHS Grade 12 ABM Students’ Comfortableness in
Socializing …………………………………………………………………………..
Figure 4- The proportion of the different effects of class homogeneity to the moral
behavior of Grade 12 ABM students of MNCHS …………………………………..
Figure 5- The proportion of the overall effects of class homogeneity to the behavioral
performance of the MNCHS Grade 12 ABM students ……………………………..

v.
 Chapter I

INTRODUCTION

A. Background of the Study

There are a lot of factors that affect the student’s behavioral performance which includes

the people that surrounds the student considering that each has differences in capacities and

skills. Some schools believe that sections should be composed of different types of students so

that there will be a mix distribution of skills and abilities. However, some believe that it is a lot

better to group students based on skills and IQ levels. With these ideas, schools seek to find ways

that can effectively create the most suitable type of sectioning.

Class sectioning is done to group students according to grade level or strand in order to

have a better assessment towards gaining knowledge in the best possible way. There are basis in

forming sections which includes the heterogeneous and homogeneous type. Heterogeneous

sectioning is a type of grouping in which students that have different abilities and IQ levels were

set in a single section. This is usually done to avoid discrimination and biasness to other section

or to the students itself. It allows struggling students to be able to learn at high levels also

together with the other students. On the other hand, homogeneous sectioning is a type where

students with the same current academic ability level and skills were placed in another set of

class. Though it is a good type of class sectioning since students can share similar skills and

might also inspire the students to study well to be not far behind the others, it might as well

trigger the students to have competition within the class.

It’s a common scenario for schools to classify or group students based on scores from

entrance exams or classification tests and/or simply from previous grades or average. This setting
1
is known and seems pretty normal but this can also affect the behavioral performance of a certain

student who’s in the same circle of influences.

The Masbate National Comprehensive High School (MNCHS) used some instructional

setting, wherein students are placed into a homogeneously-grouped class based on the academic

ability and achievement of each. It is still a question if this type of sectioning is advantageous or

disadvantageous to everyone involved. Students may feel uncomfortable because of the kind of

sectioning the school is implementing. And despite the fact that class homogeneity has a lot of

advantages, there is and will always have an existing problem that can affect the students’

behavioral performance.

For this reason, this research study aimed to identify the effects of having class

homogeneity to the Grade 12 Accountancy Business and Management (ABM) students of

MNCHS. The proponents suddenly felt the urge to conduct this kind of study knowing that ABM

students have undergone changes after the implementation of class homogeneity to the school.

This study will find out the different effects of class homogeneity to the behavioral performance

of the said students in order to obtain a better way of giving the school an idea as to which type

of sectioning is more suitable without creating much conflict to the students. It is the proponents’

desire to provide students a comfortable way of dealing with the assigned section in an effective

and more efficient manner.

Even though class homogeneity had become a common educational practice, there was

still a conflicting research with regards to its effect on the behavioral performance of every

student. The researchers felt that it is very important to have focus on the behavioral performance

of the student considering that it is one of the ways in molding the skills and abilities of the

students as well as to achieving success.

2
B. Statement of the Problem

This study aims to determine the effects of class homogeneity to the behavioral

performance of Grade 12 ABM students in MNCHS.

The researchers were guided by the following questions:

1. What were the feelings of the students towards having class homogeneity?

2. How active were the Grade 12 ABM students in participating in class discussions and

activity/ies?

3. How comfortable were the Grade 12 ABM students in socializing with the other

students within the class?

4. What were the effects of class homogeneity to the moral behavior of the Grade 12

ABM students?

C. Scope and Delimitation

This study have focused mainly on the effects of class homogeneity to the behavioral

performance of Grade 12 ABM students in Masbate National Comprehensive High School. The

researchers have chosen only the Grade 12 ABM students as the primary subject of this study

considering the fact that both class homogeneity and heterogeneity has been experienced by the

said students.

Being the subject of this study, Grade 12 ABM students of MNCHS have been the primary

target and respondents of this investigation. No other respondents aside from the subject matter

were included in the study.

3
 This study has involved also the school particularly the locale of the study- the MNCHS,

since the school is one of the targeted beneficiaries of this investigation.

The results of this study centered mainly on the identification of effects of class homogeneity

to the behavioral performance of the Grade 12 ABM students that has paved the way in

addressing the students’ struggles to the implementation of class homogeneity.

The gathering of data and analysis of the results has been conducted at Masbate National

Comprehensive High School- Annex Campus from October 3, 2017 until October 9, 2017 with

the help and guidance of the proponents’ research adviser.

D. Significance of the Study

It is a common problem for students to experience difficulties and struggles inside the

class. But one must know how to handle it and make some effective and efficient ways to deal

with it. Students may be comfortable in a group of their peers who are able to learn at about the

same speed. On the other hand, there is still an existing conflict that might affect the behavioral

performance of the students considering that homogenous class is not yet proven to be the most

effective way of grouping the students. The importance of this study is that it can create and

generate ideas that can be used in making appropriate and reasonable response to the possible

effects of class homogeneity.

The effects of class homogeneity to the behavioral performance of ABM students in

MNCHS was investigated in this study for the purpose of knowing its various effects, either bad

or good to the behavioral performance of the ABM students.

4
 This research study has led to the researcher’s wider knowledge on the advantages and

disadvantages of class homogeneity. It has brought good help also to the students as the study

had formulated ways and solutions in dealing with the problems and struggles that are

encountered by the students due to class homogeneity after the conduct of interviews and data

analysis.

Through this study, the school, MNCHS, have taken into consideration the difficulties

and the advantages of class homogeneity to the students’ behavior that has led to the school’s

better decision on which type of class sectioning is more effective and efficient for the students

learning process.

E. Definition of Terms

 Behavioral Performance – the range of actions and mannerisms of someone towards

accomplishing a task, function or other things.

 Biasness – a tendency to believe that some people, ideas etc. are better than others that

usually results in treating some people unfairly.

 Class sectioning – dividing or grouping the students into parts.

 Class Homogeneity – is a type of grouping where students with the same current

academic ability level and skills were placed in a set of class.

 Class Heterogeneity – is a type of grouping in which students have different abilities and

IQ levels set in a single section.

 Homogeneous - made up of the same kind of people or things.

 Heterogeneous - made up of people or things that are different.

 Instructional Setting– learning methods, strategies, and activities that help the learners

gain new skills or knowledge.

5
 IQ or Intelligence Quotient- is a total score derived from several standardized tests

designed to assess human intelligence.

 Proponent – a person who argues for or supports something.

 Work motivation- a set of energetic forces that originate both within as well as beyond

an individual's being, to initiate work-related behavior, and to determine its form,

direction, intensity, and duration.

 Social skill - is any competence facilitating interaction and communication with others

where social rules and relations are created, communicated, and changed in verbal and

nonverbal ways. The process of learning these skills is called socialization.

 Moral Behavior-

6
 Chapter II
REVIEW OF RELATED LITERATURE

The purpose of this research study was to identify the effects of class homogeneity to the

behavioural performance of the Grade 12 ABM students of MNCHS. This review of related

literature discussed the impacts of class homogeneity on students’ behaviour, the effects of

homogeneous grouping on student’s self-esteem, and the influences of homogeneous grouping

on student’s academic performance. In order to provide a framework for the research study,

specific emphasis was placed on the overall effect of homogeneous placement. .

Homogeneous grouping has been defined as “placing students in classrooms based on

their current academic ability level in a certain subject” (Davidson, 2009). In other countries,

educators have used the method of class homogeneity by placing students into vocational tracks

based on chosen pursuit and academic capabilities. Teachers have applied homogeneous

grouping as a way to increase the academic achievement of students. Despite its common

utilization, researchers have found contrasting evidence in respect to the effectiveness of class

homogeneity.

As indicated by Chorzempa and Graham (2006), homogeneous grouping was the

educational method of placing students into groups in regard to academic achievement level.

Even though homogeneous grouping has been a common educational practice in the United

States, researchers have indicated that homogeneous grouping is a societal injustice and lowers

the self-efficacy as well as academic achievement of students (Fram, MillerCribbs, and Van

Horn, 2007).

Research has been conducted to determine if social inequality occurs when the practice of

homogeneous grouping is implemented. According to existing research, data has verified that

7
homogeneous grouping benefits advanced students more than other groups (Hornby, Witte, &

Mitchell, 2011). In agreement with Hornby, Witte and Mitchell (2011), Preckel and Brull (2008)

indicated that homogenous grouping benefits advanced students more than other groups;

however, the researchers pointed out that homogeneous grouping should be conducted full-time

for there to be a significant difference in academic gains.

In the United Kingdom, ability grouping has been referred to as streaming or tracking,

which was a form of between-class homogeneous grouping based on general academic ability.

Regrouping, also known as setting as an educational practice, was the least restrictive, and

students were grouped based on the academic ability in each respective content area (Wouters et

al., 2012).

Homogeneous grouping and its various adaptations were among the predominant

educational practices of public schools in the United States. From a historical perspective,

homogeneous grouping has been a common practice in the United States for over a hundred

years (Rubin, 2008). During the Progressive period from 1890-1920, placing students into

groups in public schools became a popular practice in educational systems throughout the

country. During this time, local school boards often persuaded schools to place students into

either a management track or vocational track (Emery, 2007).

Albrecht and Sack (2000) identified a set of unequal attributes that made accounting

students competent. Those ranked most highly by accounting students, practitioners, and

academics included written communications, oral communications, analytical and critical

thinking skills, decision making, interpersonal skills, teamwork, computer technology, and

leadership. Albrecht and Sack urged revision of instructional methods and curriculum in higher

education to develop the skill set required in future accountants. A path to facilitating

8
competence was to enable students with instructional methods that allowed to build competence

through acquired knowledge, applying knowledge, and gaining insights.

The homogeneous grouping became popular in the United States when ability grouped

classrooms were often practiced in the 1990’s (Emery, 2007; McCarter, 2014). However, the

comprehensive high school, with all students of a community attending the same school and then

divided into tracks, has been the most commonly practiced method in education today. The

educational practices of homogeneous grouping and tracking attempted to match students with

instruction focused on students’ current academic achievement (Loveless, 2013).

Despite the similarities, the methods vary in many ways. Often implemented on the high

school level, tracked students were assigned to various classrooms and received instruction by

different educators. However, in the United States, some high schools do not implement

tracking. Loveless (2013) noted that some high schools across the country have implemented

heterogeneous classrooms instead hoping to obtain academic success.

In the educational setting, there have been various motivating factors for categorizing

students according to their academic capability. School principals have often encouraged their

teachers to customize instruction as a way to improve the academic achievement of students

(Hornby, Witte, & Mitchell, 2011). As noted by Forgasz (2010), another motivating factor for

applying homogeneous grouping has been to help educators instruct a class of students at the

same academic level.

One concern of homogeneity grouping has been the effects upon the self-esteem of

students and the sense of inequality that can be associated with class homogeneity. Research

studies have suggested that the homogeneous placement of students in high school may not only

be prejudicial, but also detrimental to the overall well-being of students. When homogeneous

placement was utilized, higher academically achieving students often reported positive feelings
9
of self-esteem, while the lower achieving students often indicated negative feelings of self-

esteem (Byrne, 2007).

Concerning the emotional development of students, Gallagher (2011) found that many

educators did not have adequate training in this area. When working with academically gifted

students, teachers expressed concerns regarding elitism, as well as the need for effective

socialization. In this study, Gallagher opined that educators thought that homogeneous placement

was a positive educational methodology; however, there was a need for heterogeneously-grouped

settings that might strengthen the societal development of students, and provide a more

egalitarian environment.

Kususanto (2010) indicated that there was a positive relationship between the teacher’s

conception of students and the student’s self-esteem. Students in lower academically achieving

classes indicated that their instructors were domineering; however, higher academically

achieving students indicated that their teachers were encouraging. For this reason, teachers might

have different impacts on the students when considering about the academic achievement level.

Therefore, it might inadvertently affect the self-efficacy of students.

When discussing the impact of homogeneous grouping and the effect on social

inequality, Kintz (2011) opined that classifying students into groups concerning one’s academic

achievement was not a normal societal procedure. Researchers have concurred that categorizing

students into homogeneous groups tended to escalate societal injustice. Fendler and Muzaffar

(2008) composed an article that has stated that when students are classified based on their

academic ability level, there was one of two formulations: social alteration or social competition.

Ireson and Hallam (2001) indicated that there was a significant impact on social comparison that

students experience in relating to homogeneous grouping.

10
 Furthermore, Flashman (2012) opined that acquaintances are often formed by students

with similar backgrounds, which could have an impact on one’s future success. Despite the fact

that homogeneous placement allows educators to meet the academic needs of a large group of

students in an instructional setting, research has shown that there are drawbacks to this type of

grouping. Ireson and Hallam (2001) conducted a study comparing self-concept scores of students

in homogeneously-grouped schools and heterogeneously-grouped schools. These researchers

found that students who have experienced the instructional setting not grouped by ability have a

higher self-concept with regard to school.

In comparison to Ireson and Hallam (2001), Neihart (2007) collected research that

focused on the socio-affective impact that homogeneous grouping has on academically gifted

students. Neihart’s research revealed that, while gifted students benefited from homogeneous

grouping, some students benefited even more from interacting and socializing with peers of

different abilities. Neihart’s study further concluded that students prematurely accelerated to an

inappropriate level might not benefit emotionally from social interaction the same as those who

are academically gifted or those who perform at a lower academic ability. Because Neihart’s

study indicated some gifted students often function better in a heterogeneous setting, his study

concluded an individual assessment must determine if a gifted student functions better socially,

emotionally, and academically in a homogenous setting.

In summary the research literature in respect to homogeneous placement has been

conflicting. Over the years homogeneous grouping has been a controversial educational practice

(Ansalone & Biafora, 2004; Rubin, 2008). Due to the fact that it, “has been the subject of more

research studies, well over 500, than almost any other educational practice has been a

controversial topic" (George & Alexander, 2003, p. 414). The proponents of homogeneous

grouping have maintained that it specifically focuses instruction on the needs of groups of
11
students. However, opponents of homogeneous grouping have maintained that the expected

advantages are often not materialized. According to Snider and Schumitsch (2006),

homogeneous grouping has promoted a negative stigma and destroyed academic motivation,

especially among the lower ability students.

Homogeneous grouping in the academic setting has been the subject of debate for several

years (Hopkins, 2008). The topic has been controversial due to the fear that it would hinder the

advancement of students with lower academic capability since there would be an emphasis on

basic knowledge instead of advanced learning. The only certain conclusion is that further

research on ability grouping would benefit students, educators, and school administrators.

12
 Chapter III
METHODOLOGY

This chapter contains the research design and the methodology used in the conduct of this

study. It has incorporated the research deign, procedure, research instruments, sampling

technique, and data collection method used in processing the data. This chapter showed how the

researchers came to the necessary data for the study and how these data were analyzed,

interpreted and presented in the most effective and easiest way possible.

A. Research Design

This study utilized the descriptive type of research design in order to achieve the purpose

of the study which is to know the effects of having class homogeneity to the behavioral

performance of the Grade 12 ABM students from Masbate National Comprehensive High

School. The researchers used questionnaires as instruments. Based on the results of the interview

questionnaires inquired, the researchers were able to determine the details of this study. The

questionnaires consisted with the following questions were given to the respondents;

1. How do you feel belonging to students with the same level of academic achievement/s as
yours?
Happy Normal
Pressured/Intimidated Others: _______________

2. What treatment do you often feel within the class?

Bullied/ Outcast Competition
Friendly Others: ________________

13
3. How active are you in participating in class discussions and activity/ies compared to last
school year?
More Active The same
Less Active I don’t participate at all
4. How inspired/motivated are you in studying with the type of class grouping you have right
now?
More inspired Less inspired
Inspired Not inspired at all
5. How comfortable are you in socializing with the other students within your class compared to
previous school year?
More comfortable Less comfortable
Comfortable Not comfortable at all
6. What factors affects your comfortableness in socializing with your friends and in participating
in class discussions?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________
7. What are the effects of class homogeneity to your moral behavior?
I become hardworking and independent in doing school works.
I become dependent to my classmate especially during exams.
Nothing
Others:__________________________________________________________________
______________________
8. How do you treat your classmates inside the class?
I bully my other classmate
I treat them like my rivals
I treat them like a friend
Others: _______________________
9. Do you think your behavioral performance were improved after the implementation of class
homogeneity?
Yes No
14
10. What aspects/skills in connection to your behavior were improved after the implementation
of class homogeneity? You can check more than 1 box.
Moral Behavior Social Skills
Work Motivation Others:
________________

B. Procedure

The researchers first formulated the research instruments needed for the study including

all the questionnaires and letter of consent to the research participants. The researchers then

selected twenty (20) respondents from each section of Grade 12 ABM strand and labelled each

section according to the students’ academic ratings. The first section, Commitment, being the

cream of the crop was subjected as the high performing class; section Cooperation as the average

performing class; and section Courtesy as the low performing class. The proponents made sure

that the study would not create discrimination especially to the labelled low performing class by

informing the research participants that the researchers were only desiring for the accuracy of the

results of the study which could not been possible if the data were consolidated as a whole. The

proponents inquired permission from the respondents to take part in the said research. After that,

the researchers introduced the purpose and significance of the study, then later on gave the

questionnaires that consisted relevant questions that helped the respondents understand the topic

“Class Homogeneity: Effects to the Behavioural Performance of Grade 12 ABM students”. The

interview ended up after each respondent were able to completely fill up the given

questionnaires. The proponents received varied responses from the respondents. The answers to

the questionnaires that were gathered have served as the data needed for analysis and

interpretation.

15
C. Materials

The materials used in the research were paper questionnaires, pens and camera for

documentation.

D. Data Collection Method

The type of data collection method used was the questionnaire method in which prepared

and specified questions formulated by the researchers were answered by the respondents in a

paper. Hence, truthful answers from the respondents were gathered regarding the effects of class

homogeneity to the behavioural performance of Grade 12 ABM students from MNCHS. The

questionnaire method was more appropriate for the study since the respondents were given

sufficient time to answer the questions, therefore, ensures information efficiency. Genuine

thoughts and feelings of the respondents to the study were shown as the questions given were

related to the respondents. The type of data collection method was also useful for the

researchers’ analysis of data.

E. Sampling Method

The researchers used the quota sampling method which is under the non-probability

sampling wherein the researchers chose sample members indicating the most appropriate target

population in which the participants have the knowledge and experience about the topic of the

study. The researchers selected specific sets of students who have experienced class

heterogeneity from the previous school year and currently undergoing class homogeneity as a

Grade 12 ABM student in MNCHS. The researchers selected 20 respondents from each section,

totalling to an overall 60 respondents out of 130 Grade 12 ABM students.

16
E. Flowchart

Developing the Research Instruments

Determining the number of Respondents

Selecting of ABM students in MNCHS

Distributing of questionnaires

Gathering of Data

Interpretation and Analysis of the Data

Gathered

Results and Discussions

17
 Chapter IV
RESULTS AND DISCUSSIONS

The effects of class homogeneity to the behavioral performance of ABM students in

MNCHS was investigated in this study for the purpose of knowing whether class homogeneity

improves the behavioral performance of the Grade 12 ABM students with the following focus

aspects: work motivation, social interaction, and moral behavior. In addition, the researchers

conducted the study in order to provide sufficient investigative evidences on the effects of class

homogeneity which is the instructional setting being used to the ABM students in Masbate

National Comprehensive High School which may have an impact in providing quality learning

environment.

This chapter reviews, analyzes and discusses the data gathered in this study. The

following are research questions involved in the study: (a) What were the feelings of the students

towards having class homogeneity? (b) How active were the Grade 12 ABM students in

participating in class discussions and activity/ies? (c) How comfortable were the Grade 12 ABM

students in socializing with other students within the class? (d) What were the effects of class

homogeneity to the students’ moral behavior?

During the data collection using questionnaire method, the research participants were

given sufficient time to fill in the information being asked in the questionnaires which includes

open-ended and multiple choices questionnaires to obtain data needed by the researchers for the

analysis and interpretation process. Twenty (20) students in every Grade 12 ABM section were

selected to become respondents for this research study having sixty (60) overall respondents

The respondents were parted as the high performing class, average performing class and

low performing class based on the section that the respondents belong to which was also grouped
18
according to the students’ academic ratings. Students from Commitment section were the high

performing class; Cooperation being the average performing class; and Courtesy as the low

performing class. The researchers believed that parting the data gathered from the respondents

based on the level of performance was an effective method to ascertain that the results would be

accurate and true since students of different ability groups have different experiences also within

the class.

Analysis of Research Question

Research Question 1: What were the feelings of the students towards having class

homogeneity?

The first research question focuses on identifying the different feelings of the students in

having class homogeneity. This is to determine what effect does class homogeneity brings to

their emotional traits that has drove or pushed the students to make certain actions that were

connected to their behavior. The figure 1 indicates the proportion of students’ feelings towards

having class homogeneity.

19
 MNCHS Grade 12 ABM Students' Feelings towards having Class
Homogeneity
14

12

10

0
High Performing Class Average Performing Class Courtesy

Happy Pressured/Intimidated Normal Others

Figure 1. The proportion of the MNCHS grade 12 ABM students’ feelings as to the
implementation of class homogeneity.

The figure indicates the feelings or the treatment that the Grade 12 ABM students of

MNCHS often feel within the class under the implementation of class homogeneity. Most of the

students that belong in the high performing section (Commitment) were pressured and/or

intimidated. According to the data that were gathered, students have felt pressure and

intimidation due to the competition within the class. Since the high performing section was

considered as the cream of the crop, people have higher expectations from the students. On the

other hand, the students from the average performing class (Cooperation) have a leading normal

feeling. This means that students in this section were neither that intimidated or pressured nor

happy. Students here most probably have an ordinary feeling of belonging to homogenous group.

The below average performing class (Courtesy) have a high proportion of students who were

happy belonging to a group with the same academic level. A study of Oakes, Gamoran and Page

(1992) stated that “homogeneous grouping, helps create a classroom climate that protects the low

20
achievers from feeling inferior to their high achieving peers”, thus, making the students in this

section feel happy instead of feeling pressured or intimidated.

Research Question 2: How active were the Grade 12 ABM students in participating in

class discussions and activity/ies?

MNCHS Grade 12 ABM Students' Activeness in Participating in Class

Discussion under Class Homogeneity
16

14

12

10

0
High Performing Class Average Performing Class Low Performing Class

More Active Less Active The Same Don't participate at all

The second research question focuses on identifying the level of activeness of the Grade

12 ABM students in MNCHS in participating in class discussions. This is to determine whether

or not class homogeneity is helpful in increasing the students’ performance inside the class.

Students’ activeness in this study was integrated with the students’ work motivation since it was

also focused on the students’ enthusiasm in performing during class discussion. The figure 2

indicates the proportion of students’ activeness in participating in class discussions.

 Figure 2. The proportion of the MNCHS grade 12 ABM students’ activeness in participating
in class discussions with the instructional setting of class homogeneity compared to
previous school year which section were grouped heterogeneously.

The figure indicates the proportion of

21 the Grade 12 ABM students’ activeness in

participating in class discussion compared to the previous school year which was grouped

heterogeneously. Comparing the activeness of the students with the previous school year

performance was done to have a basis whether class homogeneity increased the students’

activeness during discussions. The high and low performing group had the same result in which

both sections were more active compared to last year. As to the high performing class, students

were more active since everyone was aiming not to get left behind by the other students since

competition exists in the class. The students in this class were eagerly participating during class

discussions to get incentives and good grades. The low performing class at the same way were

more active during class discussions since students in this class were able showcase the skills

without compromising about what the highly skilled students would say about the ideas and

knowledge that the students have. From the survey, it was mentioned that one of the reasons why

the low performing student students did not excel well in the heterogeneous grouping is the fear

of judgment from other classmates especially the intelligent students when wrong words,
pronunciation or grammar were used during the class discussions. On the other hand, the

majority of the average performing class has the same activeness during class discussions under

both type of class sectioning. This has indicated that the average performing students have a

neutral motivation in participating in school activities.

SOCIAL SKILLS

Research Question 3: How comfortable were the Grade 12 ABM students in socializing with

other students within the class?

The third research question focuses on identifying the effect of class homogeneity to the

comfortableness in socializing of the Grade 12 ABM students in MNCHS. This is to determine

22
whether homogeneous grouping is effective in enhancing the social skills of the students that was

one way or another had a great impact in the learning process of the students. The figure 3

indicates the proportion of students’ comfortableness in socializing with other students.

MNCHS Grade 12 ABM Students' Comfortableness in Socializing with other

Students in a Homogeneous Class
14

12

10

0
High Performing Class Average Performing Class Low Performing Class

More Comfortable Less Comfortable The Same Not Comportable at all

Figure 3. The proportion of the MNCHS grade 12 ABM students’ comfortableness in

socializing with their classmates in a homogeneous class compared to the previous school
year which sections were group heterogeneously.
 The figure shows that the students from high performing class were less comfortable in

socializing with their classmates compared to previous school year. This result was very

justifiable with the competition, pressure and intimidation going around the class. Mingling with

other students has become an awkward thing to do given that everyone in the class feels like

rivals. Also, the students in this class have focused mainly on the academic aspects which

resulted to the decrease in the capacity of the students to socialize with the other students. The

average performing students on the other hand, felt the same comfortableness with the previous

and present section that the students belong to. Having both homogeneous and heterogeneous

type of grouping feels normal to the students

23 in this class. Average performing students

performed the same activeness in both type of grouping which led in having the same

comfortableness in socializing within the class. On the other hand, the low performing students

were more comfortable in socializing with other students. Students in this class prefer having

classmates whose level of academic achievement were almost just the same knowing that

students didn’t have to compromise for the demands of the other students who have higher

academic ratings. Thus, it is easier for the low performing students to interact and connect with

the other students in the class.

Research Question 4: What were the effects of class homogeneity to the students’ moral

behavior?
 The fourth research question focuses on identifying the effect of class homogeneity to the

moral behavior of the Grade 12 ABM students in MNCHS. The proponents asked whether the

respondents became more independent and honest during exams or became dependent and tend

to cheat. This is to determine whether homogeneous grouping is effective in enhancing the moral

behavior of the students that was one of the most important aspect of a students’ behavior. The

figure 4 indicates the proportion of students’ comfortableness in socializing with other students.

Effects of Class Homogeneity to the Moral Behavior

of MNCHS Grade 12 ABM Students'
24
16

14

12

10

0
Commitment Cooperation Courtesy
Figure 4. The proportion of the different effects of class homogeneity to the moral behavior
Independent/Honest Dependent/ Cheating Nothing Others
of Grade 12 ABM students of MNCHS.

The result indicated that the high, average, and low performing students’ moral behavior

were all the same wherein they all become hardworking and independent. The
 Overall Improved Aspect of the MNCHS Grade 12 ABM Students’
Behavioral Performance
14

12

10

0
Commitment Cooperation Courtesy

Work Motivation Social Skills Moral Behavior

homogeneous type of grouping caused the students’ eagerness to stand alone and to

always give the hundred percent best inside the classroom.

25
 The figure indicated that the high average section’s moral behaviour and work motivation

improved since that they become more active and independent. While the social skills did not

improve because results shows that high performing students were less comfortable in

socializing with their classmates. On the other hand, the average section’s behavioural

performance didn’t have a significant change because they both feel the same feelings towards

the two types of sectioning. The below average section’s social skills have increased compared

to the previous section because students felt more happy and comfortable belonging to the same

type of grouping. The moral behaviour stayed constant while work motivation has decreased

because as the students became more comfortable and happy in their class, it has caused the

students to become more complacent and happy go lucky instead.

Chapter
26
V
CONCLUSION AND RECOMMENDATIONS

Conclusion

Based on the results, the researchers conclude that the homogeneous type of grouping

enhances the behavioral performance of the high performing students in the aspect of work

motivation and moral behavior. Since they’ve been put on the same type of sectioning, the urge

to become more active, competitive, and independent will definitely increase. But because of the

competition and the pressure going on around the class, their social skills decreaes. The average

performing students, on the other hand, feels just the same about having heterogeneous and

homogeneous type because their performance level on both types of sectioning are constant. The

low performing students’ behavioral performance in the aspect of moral behaviour stayed
constant while their social skills increases because they feel more comfortable and happy

knowing that they are of the same type of grouping. It is easy for them to socialize with others

because there is no pressure and intimidation going around. However, their work motivation

decreases because as they become comfortable in their class, they also become more complacent

and happy go lucky.

Since this research study have proven that all the aspects of class homogeneity doesn’t

apply and is not effective to some students, it is always important that as schools make

instructional decisions, administrators should take into consideration the various research reports

and the opinions and feelings of the students towards having the most appropriate type of

sectioning.

27

Recommendations

The results of this study have persuaded the researcher to make the following

recommendations for further research in respect to students’ behavioral performance, academic

achievement and the type of grouping applied in the classroom:

 The research should be expanded by studying a larger number of students including other

strands like GAS in Masbate National Comprehensive High School to ascertain if the

results are comparable to this study.


  Additional research should focus on various educational methodologies to determine the

societal effects that homogeneous grouping has on the self-efficacy of students and its

impact on ones behavioral performance.

 The research should focus on the behavioral performance of students, homogeneous

grouping, and the overall effectiveness of the educator.

 Research should be conducted in respect to homogeneous grouping and the overall

behavioral performance of students who are enrolled in Masbate National Comprehensive

High School.

 Research should also be conducted to determine how the student’s learning and human

development are impacted.

 Research should have also included possible ways or techniques that can be possibly

done to make class homogeneity beneficial.

Bibliography 28
 Holloway J. H. (2003, October). Grouping Gifted Students. Retrieved from
http://www.ascd.org/ publications /educational-leadership/oct03/vol61/num02/Grouping-
Gifted-Students.aspx

 Johnson A. (2016, May). Homogeneous Grouping And Its Effectiveness In The

Elementary School Setting. Retrieved from
http://www.cn.edu/libraries/tiny_mce/tiny_mce/plugins/filemanager/files/Dissertations/A
ngela_Johnson.pdf

 Johnson B. (2014, January 2). Student Learning Groups: Homogeneous or

Heterogeneous? Retrieved from https://www. edutopia.org/blog/student-grouping-
homogeneous-heterogeneous-ben-johnson

 Lewis B. (2017, June 18). Homogeneous Groups -Homogenous Groups in Educational

Settings. Retrieved from https://www.thoughtco.com/homogeneous-groups-in-
educational-settings 2081647
Appendix A 29

Republic of the Philippines

Department of Education
Region V
Division of City Schools
Masbate National Comprehensive High School
Quezon Street, Masbate City

LETTER OF CONSENT TO RESEARCH PARTICIPANTS

Dear Respondents,

Good Day! As a requirement for our Practical Research I, we are going to conduct a
questionnaire interview for our research study entitled, “Class Homogeneity: Effects to
Behavioral Performance of Grade 12 ABM students in MNCHS”. This study aims to identify the
various effects of grouping students according to their academic achievements and skills to the
behavior of the Grade 12 ABM students of MNCHS. With regards to this, we, the researchers,
are kindly asking for your participation as the respondents of our study. We will make sure that
all the information that you have given will remain confidential for your own good.

We are hoping for your positive response. Thank you and God bless!

Truly Yours,

Alyssa Mae M. Danao

Vanna Vefsie M. Discaya

Danica Mae A. Mendoza,

The Researchers
Noted:

Gerard Jan D. Ibanez

Practical Research I Adviser

Appendix B 30

Republic of the Philippines

Department of Education
Region V
Division of City Schools
Masbate National Comprehensive High School
Quezon Street, Masbate City

Topic: Class Homogeneity: Effects to Behavioral Performance of Grade 12 ABM Students

of MNCHS

Class Homogeneity is a type of grouping where students with the same current academic
ability level and skills were placed in a set of class.

Directions: Kindly put a check to a corresponding box of your answer and specify if you have
answers other than the given choices.
1. How do you feel belonging to students with the same level of academic achievement/s as
yours?
Happy Normal
Pressured/Intimidated Others: _______________
2. What treatment do you often feel within the class?
Bullied/ Outcast Competition
Friendly Others: ________________
3. How active are you in participating in class discussions and activity/ies compared to last
school year?
More Active The same
Less Active I don’t participate at all
4. How inspired/motivated are you in studying with the type of class grouping you have right
now?
More inspired Less inspired
Inspired Not inspired at all

5. How comfortable are you in socializing with the other students within your class compared to
previous school year?
31
More comfortable Less comfortable
Comfortable Not comfortable at all
6. What factors affects your comfortableness in socializing with your friends and in participating
in class discussions?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________
7. What are the effects of class homogeneity to your moral behavior?
I become hardworking and independent in doing school works.
I become dependent to my classmate especially during exams.
Nothing
Others:__________________________________________________________________
______________________
8. How do you treat your classmates inside the class?
I bully my other classmate
I treat them like my rivals
I treat them like a friend
Others: _______________________
9. Do you think your behavioral performance were improved after the implementation of class
homogeneity?
Yes No
10. What aspects/skills in connection to your behavior were improved after the implementation
of class homogeneity? You can check more than 1 box.
Moral Behavior Social Skills
Work Motivation Others:
________________

32
Documentation

Section Courtesy during the conduct of the interview through questionnaires given by
the researchers held on October 6, 2017 at Mr. Leo Roy Paulo’s room.
Section Commitment during the conduct of the interview through questionnaires given by
the researchers held on October 6, 2017 at the Practical Research room.

Other respondents as they answer the

questionnaires given by the
researchers needed for the analysis of
data.