Beyond the label: Students’ view of placement and replacement in between-class ability grouping

Abstract

Ability grouping is a common practice aimed at improving learning outcomes by targeting students' abilities, yet research on students' perspectives is limited. This study explores the views of 20 lower secondary school students on grouping mechanisms, preferred approaches, and movement between groups. The findings highlight students’ ability to identify system limitations and the need for their active involvement. Incorporating student perspectives can inform teaching strategies and teacher education programs by offering valuable insights into the dynamics of grouping and its impact on learning experiences.