Table 1
Percentage responses to statements related to the academic performance of able
pupils by different types of ability grouping practices
|
Statements |
Type of ability |
Strongly |
Agree |
Neutral |
Disagree |
Strongly |
|
MA school |
7.7 (39) |
33.4 (169) |
15.8 (80) |
32.8 (166) |
9.7 (49) | |
|
Bright children are |
PS school |
15.2 (77) |
41.6 (210) |
15.2 (77) |
20.8 (105) |
5.1 (26) |
|
mixed ability classes |
Set school |
12 (73) |
36.5 (222) |
20.7 (126) |
26.8 (163) |
3.1 (19) |
|
x2= 60.35, df = 8, |
Total |
11.7 (189) |
37.1 (601) |
17.5 (283) |
26.8 (434) |
5.8 (94) |
|
p = .0001 | ||||||
|
MA school |
14 (71) |
40.7 (206) |
18.6 (94) |
22.5 (114) |
4 (20) | |
|
Setting ensures that |
PS school |
26.1 (132) |
47.5 (240) |
13.5 (68) |
9.9 (50) |
2 (10) |
|
maximum progress |
Set school |
26.5 (161) |
50.5 (307) |
12.8 (78) |
8.4 (51) |
1.6 (10) |
|
x2= 91.78, df = 8, |
Total |
22.5 (364) |
46.5 (753) |
14.8 (240) |
13.3 (215) |
2.5 (40) |
|
p = .0001 | ||||||
|
Setting prevents brighter |
MA school |
8.9 (45) |
40.1 (203) |
22.7 (115) |
21.3 (108) |
5.5 (28) |
|
children being inhibited |
PS school |
19 (96) |
42 (212) |
18.4 (93) |
16 (81) |
3 (15) |
|
Set school |
16 (97) |
42.4 (258) |
21.4 (130) |
18.6 (112) |
1.5 (9) | |
|
x2= 39.63, df = 8, |
Total |
14.7 (238) |
41.6 (673) |
20.9 (338) |
18.6 (301) |
3.2 (52) |
p = .0001
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