The Effect of Ability Grouping on Concept Learning

An experiment was conducted to investigate effects upon training and transfer of: ability grouping, intelligence, sex, and temporal test. Ninety-six third-grade pupils were trained in homogeneous or heterogeneous groups on a thematic concept learning board. Subjects were subsequently tested individually under an immediate or delay transfer condition. Results indicate that (a) ability grouping has no significant effect on concept learning under any of the effects of the variables of the experiment, and (b) high ability Ss are better able to attain thematic concepts than medium ability or low ability Ss. The nonsignificant effect of ability grouping is seen as a significant finding in light of its present emphasis in the school setting. An effect found significant in the controlled setting may have an effect in the school, but we doubt that an effect that is not significant in the controlled setting will suddenly work in the school.