Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 16 Number: 1 Page: 19–33
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Ability Grouping in Zimbabwe Secondary Schools: A Qualitative Analysis of Perceptions of Learners in Low Ability Classes
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Bornface Chenjerai Chisaka
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The perceptions of the practice of ability grouping by students assigned to low ability classes were investigated in two secondary schools in Harare, Zimbabwe. The study sought to elicit information on
the perspectives of learners assigned to low ability classes on what they considered to be the effect of ability grouping in their performance, instruction by teachers and social interaction with their
peers in high ability classes. Interviews, observations and documents were used to collect data. Results revealed that ability grouping had a negative effect on the instruction and learning of learners
placed in low ability classes and in social relationships of these learners and their peers in high ability classes. The learners in low ability classes were stigmatised as 'those who did not want to learn',
and thus creating unhealthy relations between low and high ability students. The study recommended that schools in Zimbabwe should practise heterogeneous grouping which is likely to promote cooperative
relationships and improve the learning environment of all learners.
© Multilingual Matters 2002
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