THE IMPLICATIONS OF HETEROGENEOUS SECTIONING IN ACADEMIC

PERFORMANCE OF GRADE 10 STUDENTS IN

MORONG NATIONAL HIGH SCHOOL

A Research Report

Presented to the

Faculty of English Department

Morong National High School

Morong, Rizal

In Partial Fulfillment

of the Requirements for Grade 10 English

ELLA MARIE CABANDONG

JEDIDIAH EZEKIEL G. AUSTRIA
JERON B. BUENAVENTURA
JUSTIN RAYMUNDO
MAICA CEDENIO
ROSE MAINE UMALI

February 2018
Abstract
The study involves about the effects of heterogeneous sectioning in the

academic performance of grade 10 students. The researchers finally found out

that some students have changes in their academic performance but majority

students doesn’t have changes in their academic performances. The

respondents used to gather data are 6 sections of grade 10 which contains

different data and different opinions. The self-registered questionnaire that was

used was an effective was on gathering data and results were easily made which

contains of different opinions are already mixed together. The results gathered

from the grade 10 students also answers that in heterogeneous sections,

students doesn’t cooperate in group works but they rely on their leaders and

geniuses which affects their studies. The problems doesn’t lie on the grouping

but by students itself. Therefore, the researchers further conclude that the

implication of heterogeneous sectioning have a great deal of changes in

academic performances of grade 10 students in morong national high school.

Introduction
Heterogeneous groups in educational settings include students from a

wide range of instructional levels. The practice of assigning mixed groups of

students to shared classrooms stems from the education precept that positive

interdependence develops when students of varying achievement work together

and help each other reach educational goals. Heterogeneous

groups contrast directly with homogeneous groups, in which all students perform

at roughly the same instructional level. (Lewis, 2017)

 In Morong National High School, heterogeneous sectioning has been

applied to regular classes in all grade levels. It is to know their knowledge of

students when it comes to academic performance when in different sections.

Students particularly get in a random section where grades are not considered as

basis of classification.

Students from different sections are mostly separated from a lower or

higher sections in their grade 9. In grade 10, 50% - 80% is the probability of

students that are mixed with the students that came from other sections when

they were in grade 9. These changes in the curriculum didn’t get implemented to

create chaos but to help students fit to different kinds of atmosphere and to get

used to it. Nowadays the more dominant group tends to bring everyone down or

up so a group of bad students will always be bad but mixing different students

can bring an interesting bunch which enhances the creativity of students whether

smart or not.

Generally, students don’t go to school to bring grades and results alone

but also to know and understand themselves and others. Heterogeneous

sectioning will help students on knowing oneself and help students in sharing

knowledge to each other.

Research Questions

The study aimed to determine the implications of heterogeneous

sectioning in academic performance of Grade 10 students in Morong National

High School.
 Specifically, this study sought answers to the following questions:

1. What are the perceived advantages and disadvantages of having

heterogeneous sectioning?

2. How does heterogeneous sectioning affect the academic performance

of the students?

3. How do students deal with heterogeneous sectioning?

4. What recommendations about section may be offered to improve the

academic performance of the students?

Review of Literature

This literature review focuses on implication of heterogeneous sectioning

and its effect to Grade 10 students. It involves the advantages and

disadvantages of heterogeneous sectioning on the students and details to further

understand the topic which will be discussed.

Heterogeneous sectioning involves the students’ interaction with each

other and most of all, the improvisation of abilities which is different from

homogeneous sectioning.

According to Venkatakrishnan and William (2013), higher academically

achieving students do not have advantage significantly when homogeneously

grouped. However, students progressed significantly when heterogeneously

placed in mathematics. This study indicated that, when placed in mixed-ability

groups, lower academically achieving students obtained the most advantage

while setbacks in respect to the higher academically achieving students were

minimal.

These abilities which can be developed by heterogeneous sectioning

through group or individual contribution called cooperative learning and individual

accountability.

Cooperative Learning is a collaboration and gaining knowledge that is

achieved by mixing different kind of students and knowledge with fits the

heterogeneous sectioning.

In addition, Slavin (2010) expressed that cooperative learning is defined

as “instructional methods in which teachers organize students into small groups,

which then work together to help one another learn academic content”. Slavin’s

motivational perspective states that cooperative learning encourages learners to

not only work on their own but also help and inspire other group members to

learn because the success of the group is equivalent to success of each group

member.

For one or a group to achieve cooperative learning they specifically needs

to contribute to the group if not then that person will not learn or understand. In

conclusion, the deciding factor of the heterogeneous sectioning are students.

For one to know, that person needs experience. Individual Accountability

is a part of cooperative learning because in groupings, individuals needs to study

and understand their part and then combines the ideas as a group to bring a

more valuable information.

 Each member in cooperative learning has to help others to understand

new knowledge well, and ensure everyone in the group truly learns the

knowledge, so that when students are individually tested, they can independently

give right answers (Slavin, 1983, 1995, 2010).

Methods
The researchers utilized a self-administered questionnaire that was

distributed in six different sections of grade 10 students to gather data. They

were G10-Confident, G10-Excellent, G10- Fantastic, G10- Generous, G10-

Intelligent, G10-Joyful and G10-Majestic. The self-administered questionnaire

was used to gather data. Respondents answered the questions in the

questionnaire on their own. By using the collected questionnaires from the

respondents, it has the data that is needed for the research.

Number of Surveys
distributed to Grade 10
Students
G10-Confident
G10-Excellent
4 4
G10-Fantastic
G10-Generous
2 3 G10-Intelligent
2
2 2 G10-Joyful
G10-Majestic
Results
The results contain answers from the self-registered questionnaire. These

answers are the summary of the different g10 students in Morong National High

School.

According to students of G10-Confident,G10-Intelligent and G10-Majestic,

the advantages of being in a heterogeneous section are having new friends and

you can have fun while the sections G10-Excellent, G10-Generous, G10-

Fantastic and G10-Joyful said that the advantages of being in a heterogeneous

sections are helping each other, Can easily become one of the honor students

and Lessons are more easy than homogeneous sections.

Also, Students have different opinions in the problems and difficulties

experience in heterogeneous sections. According to sections G10-Confident,

G10-Joyful and G10-Majestic said that the problems are bad attitude and

noisiness of classmates while G10-Excellent, G10-Fantastic, G10-Generous and

G10-Intelligent said that the problems are lack of teamwork and laziness.

According to the students of G10-Majestic, being in a heterogeneous

section affects their studies by always relying to geniuses which results to not

learning at all and they also said that students are changing because of the

people surrounding them while the other sections said that it doesn’t affect their

studies at all.

Lastly, all sections have the same opinions about how they deal the

problems of being in a heterogeneous section, they said that they will just enjoy,
have fun, be friendly, be kind, help from friends, help other people and study

hard.

Based on the results many are aware that being in a heterogeneous

section, you will met new friends and help other people and some also said that

you can easily get on top when you are in these sectioning. It said that

classmates are the main problems when you are in this sectioning and some said

that teamwork is also a problem . In conclusion, many students said that the

heterogeneous sectioning doesn’t affect their studies because they deal these

problems by studying harder and helping each other.

Discussion

The results that have been gathered are different from my expectations. In

my view, by to mixing different kind of students it will have more teamwork

because of different understandings and classmates get along better than

homogeneous students but according to the results gathered, average students

tends to rely on the geniuses which is the cause of students becoming more lazy

and less care to their studies. It also says that in the result, teamwork and their

classmates are the main problems in this sectioning and. Contrast to this, there

are similarities and they are; students who cares about their studies will not get

affected whether they are in heterogeneous or homogeneous sections and it

affects the studies of the students.

Recommendation

These are the recommendations for the students who are in

heterogeneous sections:

1. Strive harder to not affected by other people

2. Don’t give up

3. Help each other

4. Focus on your studies

5. Have fun in everything you do

6. everything happens for a reason so be optimistic

Limitation

The study considered the implications of heterogeneous sectioning in

academic performance of grade 10 students in Morong National High School. It’s

about the changes in academic performance of grade 10 students when the

students are in a heterogeneous sectioning. The researchers used 17

respondents in 6 different sections to give opinion about this topic, these

students are not based on grades but randomly picked. The self-registered

questionnaire which are used by the researchers are only answered by people

capable of reading and understanding the questions.

Conclusion

The heterogeneous sectioning that were implied can affects the studies of

the students. It contains randomly distributed students which academic

performance are either changed to higher grade or lower grade. The researchers

found out that heterogeneous sections are different homogeneous sections

which is heterogeneous sections have a more chance of affecting the academic

performance than homogeneous sections.

References:

Johnson, A. (2016, May). Homogeneous Grouping And Its Effectiveness In The

Elementary School Setting Homogeneous Grouping And Its Effectiveness
In The Elementary School Setting. Retrieved from
http://www.cn.edu/libraries/tiny_mce/tiny_mce/plugins/filemanager/files/Di
ssertations/Angela_Johnson.pdf

Lewis, B. (2017, July 9). Heterogeneous Definition in a Section. Retrieved from

https://www.thoughtco.com/heterogeneous-groups-in-educational-settings-
2081645

Wang, Z. (2013). Effects Of Heterogeneous And Homogeneous Grouping On

Student Learning. Retrieved from
https://cdr.lib.unc.edu/indexablecontent/uuid:ac391807-1cca-447e-801d-
d65183945ad0