Table 3
Percentage responses to statements concerning perceptions of issues of equity in
relation to the grouping of pupils by ability
|
Statements |
Type of |
Strongly |
Agree |
Neutral |
Disagree |
Strongly |
|
Setting benefits the more |
MA school |
8.3 (42) |
30 (152) |
12.8 (65) |
32 (162) |
15.8 (80) |
|
the less able |
PS school |
6.9 (35) |
17.2 (87) |
15.2 (77) |
35.2 (178) |
24.2 (122) |
|
Set school |
5.8 (35) |
22.7 (138) |
16.8 (102) |
32.1 (195) |
22 (134) | |
|
x2= 34.94, df = 8, |
Total |
6.9 (112) |
23.3(377) |
15.1 (244) |
33 (535) |
20.8 (336) |
|
MA school |
10.3 (52) |
35.6 (180) |
18.2 (92) |
26.5 (134) |
8.9 (45) | |
|
Mixed ability grouping |
PS school |
5.7 (29) |
20.6 (104) |
20.6 (104) |
33.7 (170) |
17.8 (90) |
|
chance |
Set school |
2.8 (17) |
20.2 (123) |
22.2 (135) |
38.5 (234) |
15 (91) |
|
x2= 87.01, df = 8, |
Total |
6.1 (98) |
25.1 (407) |
20.4 (331) |
33.2 (538) |
14 (226) |
|
Mixed ability teaching in |
MA school |
3 (15) |
18 (91) |
19.4 (98) |
42.3 (214) |
16.4 (83) |
|
reality only benefits the |
PS school |
3.4 (17) |
25.5 (129) |
21 (106) |
36.8 (186) |
11.9 (60) |
|
Set school |
1.8 (11) |
22.7 (138) |
26.3 (160) |
40.3 (245) |
7.9 (48) | |
|
x2= 34.94, df = 8, |
Total |
2.7 (43) |
22.1 (358) |
22.5 (364) |
39.8 (645) |
11.8 (191) |
|
Mixed ability classes |
MA school |
11.1 (56) |
51.8 (262) |
21.5 (109) |
13.4 (68) |
1.6 (8) |
|
with positive models of |
PS school |
8.3 (42) |
47.7 (241) |
22 (111) |
18 (91) |
3.6 (18) |
|
achievement |
Set school |
8.4 (51) |
51.3 (312) |
21.7 (132) |
15.6 (95) |
2.1 (13) |
|
NS |
Total |
9.2 (149) |
50.3(815) |
21.7 (352) |
15.7 (254) |
2.4 (39) |
|
Mixed ability teaching |
MA school |
1.2 (6) |
18.6 (94) |
22.7 (115) |
48 (243) |
9.1 (46) |
|
academically at the |
PS school |
3 (15) |
22.6 (114) |
27.1 (137) |
38.6 (195) |
6.9 (35) |
|
expense of the more able |
Set school |
1.6 (10) |
24 (146) |
27.6 (168) |
41.3 (251) |
4.1 (25) |
|
x2= 27.13, df = 8, |
Total |
1.9 (31) |
21.9 (354) |
25.9 (420) |
42.6 (689) |
6.5 (106) |
28
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