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Grouping in Primary Schools and Reference Processes

The way pupils are grouped probably has an influence on reference processes in the class, and their motivation and learning achievements are probably affected by those of their fellow pupils they compare themselves with. This study investigates the reference processes in 2 forms of within-class grouping: homogeneous (n = 16) and heterogeneous (n = 14) grouping. The findings clearly point in a particular direction. Homogeneous grouping sets strong reference processes in motion. Processes of comparison have considerably greater effects in homogeneous than in heterogeneous groups. However, the effects tend to be negative rather than positive, as the performance of low-achievers is adversely affected. Within the homogeneous cluster the performance of the low-achievers is almost half a standard deviation lower than in the heterogeneous cluster.