Effects of Ability Grouping on the Performance of Basic School Pupils in Ghana

Abstract

This study examined the effects of ability grouping in two Ghanaian private basic schools. Through a qualitative research design, data were gathered using non-participant observation techniques and semi-structured interviews with 22 teachers from the two case study schools. The major findings that emerged were: 1) ability grouping makes it easier for teachers to target and meet the learning needs and interests of diverse groups of pupils with similar abilities; 2) the practice has a positive impact on teaching and learning for both low and high ability groups, as it eliminates boredom among the former and increases competition among the latter; and 3) the main challenges teachers face in optimizing the use of the practice in the classroom include unavaila