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Evaluating the Impact of Homogeneous Classrooms on the Persistence of Heterogeneous Academic Achievers: Implications for Developing Effective Support Systems

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Title: Evaluating the Impact of Homogeneous Classrooms on the Persistence of Heterogeneous Academic Achievers: Implications for Developing Effective Support Systems
Language: English
Authors: de Guzman, Florentino I., Balmeo, Marshelle G.
Source: Online Submission. 2023 3(1):60-65.
Peer Reviewed: Y
Page Count: 6
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Academic Achievement, Academic Persistence, Homogeneous Grouping, Peer Influence, Student Motivation, Grouping (Instructional Purposes), Secondary School Students, Peer Relationship, Student Attitudes, Social Influences, Alienation, Social Support Groups, Student School Relationship, Foreign Countries
Geographic Terms: Philippines
Abstract: This study aimed to determine the factors that affected the diminishing persistence of heterogeneous academic achievers when induced in homogeneous classes as a basis for developing a support system to address the situation. This study identified the common hindrances the heterogeneous academic achievers encountered as they were brought to a homogeneous class. It employed a qualitative approach to research in gathering the pertinent data. The participants of the study were subjected to a two-phase interview method. It was found that the participants experienced hindrances that diminished their academic persistence in class: intimidated feeling, low sense of belongingness, and peer influence and motivation. This study was limited to identifying the reasons behind the diminishing persistence of heterogeneous academic achievers when streamed in a homogenous class and crafting an action plan as the basis for the development support system to address the situation. The key informants were composed of 18 students who were chosen purposively from the classes of grades 8-10 for the school year 2018-2019.
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED631615
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Evaluating the Impact of Homogeneous Classrooms on the Persistence of Heterogeneous Academic Achievers: Implications for Developing Effective Support Systems
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2023 3(1):60-65.
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: This study aimed to determine the factors that affected the diminishing persistence of heterogeneous academic achievers when induced in homogeneous classes as a basis for developing a support system to address the situation. This study identified the common hindrances the heterogeneous academic achievers encountered as they were brought to a homogeneous class. It employed a qualitative approach to research in gathering the pertinent data. The participants of the study were subjected to a two-phase interview method. It was found that the participants experienced hindrances that diminished their academic persistence in class: intimidated feeling, low sense of belongingness, and peer influence and motivation. This study was limited to identifying the reasons behind the diminishing persistence of heterogeneous academic achievers when streamed in a homogenous class and crafting an action plan as the basis for the development support system to address the situation. The key informants were composed of 18 students who were chosen purposively from the classes of grades 8-10 for the school year 2018-2019.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 60
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Homogeneous Grouping
        Type: general
      – SubjectFull: Peer Influence
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Grouping (Instructional Purposes)
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Alienation
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Student School Relationship
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: Evaluating the Impact of Homogeneous Classrooms on the Persistence of Heterogeneous Academic Achievers: Implications for Developing Effective Support Systems
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            NameFull: de Guzman, Florentino I.
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            NameFull: Balmeo, Marshelle G.
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              M: 01
              Type: published
              Y: 2023
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              Value: 3
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            – TitleFull: Online Submission
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