Collections > Electronic Theses and Dissertations > Effects of heterogeneous and homogeneous grouping on student learning
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This thesis focuses on the effects of different grouping strategies (homogeneous and heterogeneous) on learning of college-level students in cooperative learning contexts. The main findings are: (1) heterogeneous grouping based on student ability is more beneficial for student achievement and student satisfaction; high and medium level ability students benefit more in homogeneous groups but low level ability students benefit more in heterogeneous groups; (2) no consistent conclusion could be drawn about effects of grouping from studies in which groups were based on race and culture; (3) heterogeneous grouping based on learning styles is more beneficial for student satisfaction with their learning and their attitudes toward other students rather than student achievement; and (4) studies in which groups were based on personal characteristics support heterogeneous grouping, but the results of experiments differed. Overall, heterogeneous grouping is more beneficial for student achievement as well as student satisfaction than homogeneous grouping.