Hallam, S; Deathe, K; (2002) Ability grouping: Year group differences in self-concept and attitudes of secondary school pupils. Westminster Studies in Education , 25 (1) pp. 7-18. 10.1080/0140672020250102.

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Abstract

The vast international literature on the effects of different types of ability grouping on selfconcept and pupils? attitudes towards school has focused on pupils from single year groups. This paper aimed to explore year group differences in pupils' self concept and attitudes towards school as influenced by ability grouping. The study was cross sectional in design and measured attitudes towards school and mathematics; mathematics, general and school selfconcept and preferences for different kinds of grouping in 234 students from years 7 through 10 attending a mixed comprehensive school. The findings indicated that mathematics self concept was consistently lower than school and general self concept; all aspects of self concept increased up to year 9 and then declined in year 10; pupils in the higher sets tended to have higher self concepts; pupil preferences for setting were greater in the higher year groups, as was the extent to which the top set was perceived to be the best. A substantial proportion of pupils wanted to move set, usually to a higher set. Set placement itself did not appear to have a consistent effect on attitudes towards mathematics. This seemed to be mediated by the quality of teaching.

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