The effect of the type of achievement grouping on students' question generation in science

Kaya S.

AUSTRALIAN EDUCATIONAL RESEARCHER, vol.42, no.4, pp.429-441, 2015 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 42 Issue: 4
  • Publication Date: 2015
  • Doi Number: 10.1007/s13384-014-0164-x
  • Page Numbers: pp.429-441


This study aimed to examine the influence of different types of achievement grouping on question generation. There were 46 participants from two Grade 5 classrooms. Students completed a test to determine their achievement levels. One of the classrooms was randomly assigned, to work in homogeneous achievement groups and the other one in heterogeneous achievement groups. The study lasted for 5 weeks during the spring semester of the 2013-2014 academic year. Before the study, both classrooms received instruction on the taxonomy of questions. Students were divided into corresponding achievement groups in the last science lesson of each week and were asked to generate and discuss questions in their groups regarding the topics covered in the week. The results were analysed based on a comparison between the homogeneous and heterogeneous achievement groups regarding the number of questions each student asked and the level of those questions. The results noted no difference between heterogeneous and homogeneous achievement groups in terms of the numbers of total questions, lower order questions or higher order questions. High-achieving students generated more overall questions and more higher order questions regardless of grouping type.