Homogeneous and heterogeneous peer groups in the secondary science classroom

Abstract

Group work is a regular part of lab-based science classes. While the benefits of learning with and from peers are well-documented, little research has shown how the composition of the groups shapes the learning experiences and outcomes of individuals. This study comparatively examines how grouping students homogeneously or heterogeneously by academic performance affects overall learning outcomes through assessment scores as well as student perceptions of learning and group cohesion. To investigate this, students from two AP Physics classrooms participated in two cycles of research, defined as an instructional unit each. The classes were divided into homogeneous groups of students with similar academic proficiency for one cycle and heterogeneous groups representing students of a range of proficiency for another. Both classes experienced both grouping styles. The results show that assessment scores were mostly unaffected by the students' group composition. On the other hand, student perceptions, as measured through student surveys given at the conclusion of each cycle, revealed that students report higher engagement and collaboration with peers while working in homogenous groups, thus implying that students feel more involved and interested in learning the science content when discussing and working primarily with peers of similar academic understanding.