after year 7. In music, 49% of teachers preferred to have classes in mixed ability
groups in years 7, 8 and 9, while at the other extreme, 21% indicated that they
preferred pupils to be setted in all three year groups. In drama and art intermediate
levels of structured grouping or other alternative strategies were preferred.
Further research needs to be undertaken to consider the reasons for these differences.
As in any study based on likert scale responses to questionnaire statements there are
limitations on the respondents’ ability to express their own views. One of the striking
features of much of the data reported here is the lack of strong agreement with any of
the statements. While, overall, the teachers favoured mixed ability teaching, their
attitudes towards it and beliefs about its impact based on their responses to these
statements were not strong. Perhaps the way that pupils are grouped between classes
is not an important issue for teachers of practical subjects and that within class
groupings are more salient. Perhaps teachers of PE and music where children
frequently have to work together in within class groupings prefer those groups to be
of similar levels of expertise. The PE teachers most strongly agreed that setting
ensured that the brighter children made maximum progress suggesting that in some
sports there are perceived advantages in having those who are physically more able
working together. Certainly they most strongly disagreed that motivation was higher
when pupils were in mixed ability classes and that knowing that they were in a low set
led pupils to give up. They also most strongly disagreed that mixed ability classes led
to better social adjustment. Perhaps in PE where shortcomings are very obvious those
with less expertise tend to try harder when their efforts are not compared with the
more able. In addition, there may be some issues of boys and girls having to be taught
PE together when there are sometimes marked differences in physical strength. In
music where group composition and performance are common activities teachers may
feel that the work of the whole group is held back if some members have fewer
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