An Investigation into Irish Primary Teacher’s Perspectives on Structured Ability Grouping for Literacy and Numeracy.

Abstract

Grouping students according to ability has been a highly contested topic in educational research, policy and practice. Research on the topic is contradictory, which is why the practice is heavily disputed. Advocates of the practice claim that structured ability grouping can raise educational standards and aid with teaching (Dunne et al., 2013; Ward Schofield, 2010; Boaler, William & Brown, 2000; Bolick & Rogowsky, 2016) while critics claim that it can cause problems for both high and low ability children (Linchevski & Kutscher, 1998; McGillicuddy & Devine, 2020; Merritt, 2009). Structured ability grouping is prevalent in Irish primary schools today. For this reason, it is important that educators have an informed understanding of the practice. This research aimed to investigate Irish teacher’s perspectives on structured ability grouping for literacy and numeracy in the primary classroom. It sought to gain an insight of the practice from teachers who had experience using structured ability groups in their classroom. A mixed methods approach (Mertens, 2007) (Creswell, 2018) was selected for this study which involved the use of an online questionnaire. 42 primary teachers participated in the questionnaire from a range of primary schools. A collection of data was uncovered as part of this research which underwent statistical and thematical analysis (Maguire & Delahunt, 2017) (Braun & Clarke, 2006). Findings that emerged as part of the research were mixed. Some participants regarded structured ability grouping as a worthwhile practice while others were against it completely. These findings were used to make several recommendations for future practice and research.