Republic of the Philippines

Mindanao State University- General Santos City

SENIOR HIGH SCHOOL PROGRAM
2nd Semester, SY 2016-2017

Heterogenous Sectioning: Its Intellectual, Social and Emotional Effects

A Final Requirement in
Research in Daily Life 1

by
KRIZZA B. ECHALAR
MEIKA JIN A. TAYOTO
CLARENCE KEITH P. UDALVE
CHARIFE B. VILLAGRACIA
Science, Technology, Engineering, Mathematics
STEM- Europa

Submitted to
PROF. JANA N. REGINIO
Adviser

June 2017
 Heterogenous Sectioning |1

Abstract
The study determined the effects of heterogenous sectioning on the
intellectual, social and emotional aspect of the Senior High School Students of
Mindanao State University. The study used random sampling in choosing seventy
(70) respondents. Results revealed that heterogenous sectioning is unfavorable
to the intellectual aspect of students because it does not increase the academic
performance of the students neither does it encourage students to improve their
study habits. Meanwhile, for the social and emotional aspect, the study revealed
favorable results. This type of grouping enhances the students socialization,
communication and leadership skills, which are evident in the events held by the
Senior High School Program. Students were comfortable with the type of
sectioning because they can express themselves openly and at the same time
increases their sensitivity towards others. Heterogenous sectioning makes the
students emotionally-stable wherein they can handle their emotions well during
critical conditions. Therefore, heterogenous sectioning can only help the students
to be more active in the extracurricular activities because they are put in a
situation where everything is different. They learn how to socialize, to make
friends, and have adopted the attitude of being more competitive in all school
activities.

Introduction
In todays competitive world, education is necessity for man after food,
clothing and shelter. Education is that which transforms a person to live a better
life and have a better social well-being. According to the scholarly works of
Redden and Ryan (2001), Education is the unending process of training an
individual to develop his social advancement. Education must and should provide
assistance in correcting the physical, moral, social, intellectual and spiritual
aspects of each individual. Education plays a vital role in the success of your
personal growth. Being educated and earning a professional degree, prepares you
to be a part of reputed organizations, companies or institutions. Education is the
 Heterogenous Sectioning |2

solution to any problem, it is only with education that a person acquires good
habits, values and awareness about certain issues to a society.
The study of Goujon and Wils (2001) stated that education is a central issue
in the complex process of development for it has been found to be related to
fertility and hence population growth, to the status of women, to labor force skills
as well as to cultural and infrastructural development. While the basis for the
economic development of countries are the percentage of the educated licensed
citizens of the country, which is supported by The International Conference on
Population and Development (ICPD), saying that education is one of the most
important keys to social and economic development.
There was a change in the education system in the Philippines. The
Department of Education explained that the K to 12 Program covers Kindergarten
and 12 years of basic education (six years of primary education, four years of
Junior High School, and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship. Discussions on issues such as Disaster Risk
Reduction (DRR), Climate Change Adaptation, and Information & Communication
Technology (ICT) are included in the enhanced curriculum of the program.
Under the Senior High School Program of Mindanao State University, the
mixed-ability grouping or heterogenous sectioning is applied to the 12 sections
present. Heterogeneous grouping is a type of distribution of students among
various classrooms of a certain grade within a school. In this method, children of
approximately the same age are placed in different classrooms in order to create
a relatively even distribution of students of different abilities as well as different
educational and emotional needs. (Brainbridge, 2017)
According to Nelson (2008), as cited by the study of Heltemes (2009),
heterogenous sectioning is described as Heterogeneous ability groups are
composed of students with a broader range of abilities. Students of high, average,
and low-ability are grouped together for the purpose of working towards a
common goal.
 Heterogenous Sectioning |3

This kind of sectioning provides academic and social advantages for

students. Heterogeneous ability groups provide the potential for greater academic
achievement in high-ability students. Research shows that high-ability students
are called upon more in a heterogeneous ability groups to provide leadership, and
explanations of the material through peer elaboration, or individual knowledge
constructed from group interaction. Heterogenous sectioning is beneficial to
students who excel when they are not pressured or intimated. It is beneficial for
those students who doesnt want to be labeled. It increases their confidence and
self-esteem therefore excelling in school. But as long as there are advantages,
there would still be disadvantages. (Heltemes, 2009)
Moreover, the advantages for the social aspects of this type of sectioning
were discussed by Nelson (2008) revealing that a students individual social
benefits are realized by achieving psychological initimacy and integrated
involvement which can be provided by heterogenous sectioning. Psychological
intimacy is a psychological closeness to other group members which is important
for a students overall emotional health. Achieving psychological intimacy reduces
feelings of emotional isolation and loneliness. While integrated involvement is
closeness achieved through the involvement of students through group tasks and
activities. It is beneficial to students because it provides them with opportunities
to define themselves, support their beliefs and values, and be appreciated for their
skills and abilities while greatly reducing instances of social isolation. Generally,
achieving integrated involvement fulfills a students social need as psychological
does at students emotional needs.
But assumptions were made by Heath (2002) that heterogenous sectioning
is never significant to enhancing students achievement and development.
Heltemes (2009) supported the assumption asserting that some students are
uncomfortable being labeled by other students or teachers as either or low or
high-ability. Being labeled, or perceiving to be labeled, as having low-abilities can
severely hinder a students academic achievement. It is the tendency of low-ability
students to perform their expected role regardless of their potential for
achievement. Likewise, students labeled, or perceived to be labeled, as high-
 Heterogenous Sectioning |4

ability may also experience decreased performance. In some cases students

labeled low-ability have greater success socially; high-ability students may
underperform in an attempt to fill their social needs.
In addition, one inherent disadvantage affecting all mixed ability groups is
the increased potential for intragroup stigmatization. While mixed-ability
grouping reduces the possibility of the larger student body labeling a group of
students, within a group, stigmas may still exist. A disadvantage of mixed-ability
grouping specific to low-ability students is the decreased opportunity to
participate in groups dominated by high-ability students. Issues still exist when
deciding what method of group formation should be used. Grouping students with
no certain criteria may or may not be a controlled and deliberate approach and
may or may not result to greater achievement and development. (Poole, 2008)
Previous studies have investigated the advantages and disadvantages of
heterogenous sectioning, and how it is beneficial to students. The present studies
aims to examine how heterogenous sectioning affects the students in intellectual,
social, and emotional aspects. This answers the following questions:
1. What are the effects of heterogenous sectioning?
a. What are its positive effects?
b. What are its negative effects?
2. How does heterogenous sectioning impacts the students in the following
aspects?
a. intellectual
b. social
c. emotional

Method
The research study used a descriptive method and included computation
techniques that were used to summarize and explain the numerical data for the
purpose of easier interpretation. The study was conducted within Mindanao State
University last May 9, 2017.
 Heterogenous Sectioning |5

The respondents of this research were the Senior High School students of
Mindanao State University. There are seven sections of Science, Technology,
Engineering and Mathematics (STEM) Strand, three sections from Accountancy
and Business Management (ABM) and two sections of Humanities and Social
Sciences (HUMSS). The researchers chose only seven sections which were chosen
using stratified sampling. After which, the researchers used simple random
sampling to choose ten (10) respondents from each of the selected sections. A
total of seventy (70) respondents were chosen.
The main instrument that were used in this study was the questionnaire
designed by the researchers. The questions in the survey questionnaire were all
stated positively. The researchers personally oriented the respondents with
regards on how they will answer the questionnaire. After the survey, the data
were gathered and utilized for the researchers to analyze and interpret the
results. A percentage table with a formula of (number of respondents/total
number of respondents) x 100 was used to determine the effects of heterogenous
sectioning and its impact to the intellectual, social and emotional aspect of
students. Then, the findings and its interpretations, conclusions and
recommendations were formulated.

Results and Discussions

One of the factors that affects a students achievement is the type of
grouping orientation. The study of Adodo and Agbayewa in (2011) stated that
grouping arrangement, together with class size, are one of the many underlying
factors that influences a students performance.
The present study examines the effects of heterogenous sectioning
towards students intellectual, social and emotional aspects. The results shows the
positive and negative effects of heterogenous sectioning to the students of the
Senior High School Program of Mindanao State University. The positive effects of
this type of sectioning include helping the students in creating camaraderie and
building friendships. Students experienced an increase in their confidence and
have found a field to showcase their leadership and communication skills.
 Heterogenous Sectioning |6

Heterogenous sectioning also gives the students a feeling of acceptance and

belongingness which leads to another effect wherein students can openly express
themselves without being afraid of getting ridiculed or judged. This type of
sectioning makes the students a sense of awareness and sensitivity to the feelings
of others. And lastly, it improves the emotional management of students during
critical conditions which makes them emotionally stable and helps the students
in growing as a person. Further researches on ability grouping, particularly its
effects on achievement, is quite extensive. Several analysis and research syntheses
have been conducted and a number of literature reviews have been published.
Research reports suggests that the effect of ability grouping on student
achievement depend on the type of grouping arrangement. The results of this
study supports the research study conducted by Emily et al. (2003) who pointed
out that students working in heterogeneous group has an increase in self-esteem,
while the gifted students who work homogeneously and cooperatively had a
decrease in self-esteem. Shield (1995) also found out that students of all ability
exhibited greater academic self confidence in heterogeneous group. The positive
effects of heterogenous sectioning is supported by the study of Slavin (2000),
saying that all students need interactions with peers, challenging exposure to
higher level thinking, recognition of contributions, and equal access to quality
instruction. Heterogeneous groupings centered on complex tasks meet these
needs through a variety of strategies. Research of the effects of heterogeneous
grouping indicate positive effects on achievement, self-esteem, and intergroup
relations, indicating the addressing of emotional, interpersonal, and intellectual
needs. Another study by Slavin and Skidmore (2000) asserted that
Heterogeneous grouping is used in most research which focuses on effectiveness
of cooperative learning. This phenomenon easily leads people to believe
heterogeneous grouping is the best grouping when cooperative learning is used.
This research indicates that heterogeneous grouping is not more effective than
homogeneous grouping when cooperative learning is used.
On the other hand, the negative effects of heterogenous sectioning includes
not improving a students study habits. It does not encourage students to
 Heterogenous Sectioning |7

participate during class lectures and group activities. The students also said that
heterogenous sectioning does not aid in enhancing their intellectual skills. Studies
also have proved the negative effects of heterogenous sectioning. A study of Poole
(2008) said that there is a decreased opportunity to participate in groups
dominated by high-ability students. Students then perceives that their progress is
being slowed by the low-ability students.
The effects heterogenous sectioning have impacts on specific aspect of
students. The results are shown below.
Table 1. Percentage of students interest on heterogenous sectioning

FAVORABLE UNFAVORABLE

INTELLECTUAL 31(44.3%) 39 (55.7%)

SOCIAL 46 (65.7%) 24 (34.3%)

EMOTIONAL 36 (51.4%) 34 (48.6%)

n=70
The table above shows that for the intellectual aspect, 31 or 44.3% of the
respondents agreed that heterogenous sectioning has a positive impact on the
intellectuall aspect while 39 or 55.7% disagreed. For the social aspect, 46 or
65.7% of the respondents responded positively to the effects of heterogenous
sectioning and 24 or 34.3% said that this type of grouping has negative impact on
them. Lastly, the emotional aspect shows results 36 or 51.4% respondents
agreeing to heterogenous sectioning while 34 or 48.6% disagreed.
The result shows that heterogenous grouping is not favorable to students
in improving their study habits nor does it encourage them to participate during
lectures or during group activities. However, researches such as Slavin (2000) has
indicated that students in a cooperative learning environment perform better
than those in a traditional learning environment. The contradiction between the
two studies are caused by the different generation of respondents. Heterogenous
 Heterogenous Sectioning |8

grouping also does not help a student in performing better in class which supports
the study of Emily et al. (2003) wherein in their study, they reported that neither
homogeneous nor heterogeneous ability grouping class is uniformly superior for
promoting achievements of students. Meanwhile, the respondents strongly agree
that mixed-ability groupings increases their self-confidence. It also helps them in
making friends and building camaraderie. Students can create bridges with this
type of grouping because they can express their own thoughts to other students
when they are on discussions in cooperative learning. The differences among
thoughts lead them to re-think, and then they may change or revise their original
ideas. And in the process of re-stating their ideas, they interact and communicate.
(Miller, 2004).
Heterogenous grouping gives them the feeling of belongingness and
acceptance which leads them to express themselves openly. This type of grouping
also lets them showcase their leadership and communication skills. The best
example for this are the recent program held by Humanities and Social Sciences
(HUMSS) strand of Mindanao State University- Senior High School Program, the
Karadyaan 2017 wherein leaders per section have emerged and variety of skills
were presented. Lastly, the respondents also showed that mixed-ability grouping
has improved in the way they handled their emotions during critical conditions.
This type of grouping creates a sense of awareness and sensitivity to the feelings
of others. Heterogenous grouping also helped the students in achieving emotional
stability and has aided them in growing as a person.
Further discussions have emerged from different literatures which
supports the results of this study. With the results gathered for the intellectual
aspect, a greater number of respondents disagreed more than they agreed which
means that heterogenous grouping affected them in a negative way. A study
testified disadvantages of this type of grouping pertaining to the intellectual
aspect of a student, low-ability students has the decreased opportunity to
participate in groups dominated by high-ability students. It also affects the
students perception asserting that their progress is being slowed by the low-
ability students and with respect to the level of increased achievement
 Heterogenous Sectioning |9

experienced by both high and low-ability students, heterogeneous ability

grouping seems to not have any positive impact on the achievement level of
average-ability students. (Lou, Abrami, Spence, Poulsen, Chambers, & d'Apollonia,
1996; Saleh & De Jong, 2005; Poole, 2008). It is also supported by the meta-
analysis of Lou et al. (2008) which stated that homogeneous and heterogeneous
ability grouping had a differential effect on students learning. It was generally
revealed that the homogeneous ability groups achieve more intellectually than the
heterogeneous group in studies that directly compare the two. Factors such as the
concentration of high-ability students falters when they are mixed by low-ability
students because their learnings are altered so the low-ability students can cope.
This is supported by the study of Lou et al. (2008) who opined that it is unethical
to retard the achievement of high-ability students by assigning them to
heterogeneous group class settings where they might spend their time instructing
other group members rather than learning information they did not already
know.
Another factor are the same stigmas that may be associated with high and
low-ability students, as a result of homogenous grouping, may only be reinforced
by heterogeneous grouping. This may cause dysfunction in a group and severely
hinder academic achievement. However, a study contradicted the claim asserting
that Slavin (1993) as cited by Wang (2013) indicated that heterogeneous
grouping based on abilities benefits student learning. Tutty and Klein (2008) as
cited by Wang (2013), stated that lower ability students benefit more from
heterogeneous grouping because they can get assistance from other members.
During discussions, students could better understand questions and successfully
finish tasks. Although, the two claims are different from each other, the
researchers still believes that heterogenous grouping does not benefit a student
intellectually. This research and the research of Wang may contradict each others
claims because both research are conducted in different countries with different
level of students. This research respondents are in Senior High School while
Wangs research respondents are college students. Studies have made claims
about mixed-ability grouping as a way of cooperative learning wherein in
 H e t e r o g e n o u s S e c t i o n i n g | 10

cooperative learning, the social and intellectual aspect are directly proportional.
A study of Slavin (2010) stated that that cooperative activities naturally accelerate
the development of learning, and some knowledge can be only absorbed from
cooperative activities. However the present study contradicts this claim because
in the results of this study, the intellectual aspect yields lesser positive response
from the respondents while the social aspect yields higher positive response.
For the social aspect of the students, the heterogenous type of grouping has
a positive effect. This only means that in this type of grouping, students can
socialize even better. The results revealed that students can communicate openly
in heterogenous type of grouping. And based on the recent school activities the
Senior High School Program, it strengthens the claim that students can show,
practice and enhance their leadership skills with this type of grouping. It supports
the study of Towns and Fields (2000) who stated that heterogeneous ability
groups benefit students by improving their attitudes toward each other and
school work, building a sense of community within the classroom, and providing
valuable social and academic lessons. This type of grouping includes benefits such
as an increased positive attitude toward the subject area studied, higher self-
esteem, greater acceptance of peers differences and greater retention of material.
It also agrees with the study of Melser in (2000) whose research showed that
students working in heterogeneous group has an increase in self-esteem. It is
strengthen by the study of Nelson in (2007) which research found out that a
students individual social benefits are realized by achieving psychological
intimacy and integrated involvement which can be provided by heterogenous
sectioning. The results are supported by the study of Towns, Kreke, and Fields
(2000) which concluded that in mixed-ability grouping there is an improvement
of attitude towards peers, and included an important sense of community within
the classroom. Advantages of mixed grouping specific to low-ability students
include having the opportunity to socialize and learn from students with average
or high-abilities and a decreased chance of feeling stigmatized which may help
increase their motivation to learn. According to Slavin (2000), the
communications among group members in heterogeneous groups lead them to
 H e t e r o g e n o u s S e c t i o n i n g | 11

understand their own thoughts as well as thoughts of other members which can
help them to successfully finish group tasks. This explains why students can
enhance their communication skills with this type of grouping.
Lastly, the results showed that heterogenous grouping has positive effects
on their emotional aspect, which signifies that Senior High students of Mindanao
State University are emotionally-stable and are sensitive to others feelings. It also
means that this type of grouping gives the feeling of belongingness and acceptance
to students and it helps them grow as a person. The results showed that social and
emotional aspect are correlated because a study of Nelson in (2007) stated that
heterogenous grouping can help students achieve psychological
intimacyAchieving psychological intimacy reduces feelings of emotional isolation
and loneliness. A study of Barret (2009), showed that students that assume a role
of a leader within a group will experience increase in understanding and personal
achievement. Heterogenous grouping according to the study of Neihart (2007)
found out that students perceived mixed-ability groups to offer the greatest
number of social and emotional benefits. This can be attributed to the decreased
likelihood of the stigmatization of high and low-ability students. Some students
are uncomfortable being labeled by other students or teachers as the first or last
section. Heterogenous sectioning are less likely to reinforce these stigmas. In
some cases, students labeled, or perceived to be labeled as low-ability students
have greater success socially: high ability students may underperform in an
attempt to fill their social needs. Heterogenous grouping has the potential to
avoid or decrease the creation of these stigmas. The increase in participation and
confidence, as well as the decrease in stigmatization that may be realized through
heterogenous grouping could result in a classroom of students that are motivated
to learn and achieve. (Barret, 2009)

Conclusion
The way the students perform in class is very important because it shows
his development as a student. One thing that affects the students learning
capabilities is their learning environment. The kind of sectioning that the Senior
 H e t e r o g e n o u s S e c t i o n i n g | 12

High School in Mindanao State University has adopted through the years is
heterogenous sectioning.
This shows that it affects the performance of the students in all aspects:
intellectual, social and emotional. Heterogenous sectioning affects the intellectual
aspect in a unfavorable way because it does not encourage students to do perform
better in class and to improve their study habits. However, it can affect the social
and emotional aspect of students in a way that it improves their socialization and
communication skills, increases their social sensitivity and it helps them to
become emotionally-stable during critical conditions.
Heterogenous Sectioning can only help the students to be more active in
the extracurricular activities because they are put in a situation where everything
is different. They learn how to socialize, to make friends and have adopted the
attitude of being more competitive in all school activities. Nonetheless, it does not
guarantee the students in helping them excel in their academic performances.

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