Homogeneous and Heterogeneous Peer Groups 
in the Secondary Science Classroom

BACKGROUND RESEARCH QUESTIONS

Nathan Dille

MSSE Candidate

Chicago, Illinois

July, 2024

FINDINGS & CONCLUSIONS
TREATMENT

NAPERVILLE CENTRAL 
HIGH SCHOOL

Does grouping students homogeneously or 

heterogeneously by academic performance 

improve classroom engagement and 

learning in an AP Physics classroom?

▪ Does homogeneous grouping affect 

different subgroups differently?  For 

example, are high-achieving students 

affected differently by homogeneous 

grouping than low-achieving students?

▪ How do the different grouping styles 

influence students’ perceptions of peer 

learning and group cohesion, both 

overall and in each subgroup?

▪ Students in high school science 

classrooms often work together 

for labs and discussions

▪ As a teacher, I often find that less 

motivated students rely on their 

peers for answers, and disengage

▪ Is there a way group composition 

can be used strategically to foster 

engagement and learning?

▪ Two classes will participate in the 

study, with one serving as the 

treatment (homogeneous) group 

for the first cycle, and then as the 

non-treatment (heterogeneous) 

group for the second cycle

Cycle 1 Cycle 2

Class A
Non-treatment           

llll(Heterogeneous)

Class B
Treatment

(Homogeneous)

Class A
Treatment

(Homogeneous)

Class B
Non-treatment
(Heterogeneous)

DATA TO BE COLLECTED

▪ While in groups, students will complete 

labs with their groups, and will be given 

periodic quizzes and tests as an ordinary 

part of learning.  Scores on these can be 

used to measure engagement & learning.

▪ At the end of each cycle, students will 

answer a peer-review and self-review 

survey, reflecting on how much their 

group worked together and how helpful 

group work was to their learning.

▪ Assessment scores on tests, labs, and quizzes are 

largely unaffected by the treatment

▪ Student self-reported engagement is higher during 

treatment cycles with homogeneous student 

groups, both overall and in each subgroup

▪ Students report more collaboration while working 

in homogeneous student groups, especially for 

high-achieving students