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The impact of entering high ability primary 4 classes and the academic self-concept of high ability primary girls
Author
Yeo, Melissa Mui Mei
Supervisor
Bacsal, Myra Garces
Abstract
This study aimed at investigating the impact of entering high ability Primary 4 classes on the academic self-concept of high ability primary girls. The sample comprised 91 Primary 4 girls – 30 high ability pupils and 61 pupils from mixed ability classes. This study utilised a mixed-method approach. The quantitative part of the study used a self-report questionnaire to measure the pupils’ academic self-concepts before and after they were streamed. Results show that the high ability learners had a statistically lower academic self-concept score after streaming while no significant difference could be found between the academic self-concept scores for the pupils from the mixed ability classes before and after streaming had taken place. Interviews were conducted in the qualitative part of the study to find out how the pupils evaluated their abilities and how the learning environment in the high ability classes differed from the mixed ability classes. Research findings revealed that they experienced greater pressure because of heightened in class. The findings of the study provide useful insights to educators in the design and modification of existing pastoral care and pupil support programmes to address needs and help our pupils manage their expectations.
Date Issued
2012
Call Number
LC3998.S55 Yeo
Date Submitted
2012