Teachers’ Perspectives on Heterogeneous Grouping and Primary Pupils’ Academic Performance in Tanay District

This study examined teachers’ perspectives on the effects of heterogeneous grouping on primary grade pupils’ academic performance in selected public elementary schools in Tanay District during the School Year 2024–2025. Specifically, it aimed to identify the perceived benefits and challenges of this instructional approach and determine its relationship with pupils’ academic outcomes. A descriptive correlational design was employed, involving 167 elementary teachers as respondents. Data were gathered through a researcher-developed questionnaire consisting of three parts: teachers’ demographic profile, perceived effects of heterogeneous grouping on pupils’ lesson mastery, learning enthusiasm, class participation, and task accomplishment, and challenges encountered in its implementation. Pupils’ academic grades for the school year were also analyzed to assess performance. Findings revealed that teachers generally perceived heterogeneous grouping as beneficial in enhancing lesson mastery, motivation, participation, and task completion. However, statistical analysis showed no significant relationship between teachers’ perceptions and pupils’ overall academic performance. Respondents reported moderate challenges, particularly in managing diverse ability levels and learning styles, which required additional effort in lesson planning and classroom management. The study recommends that school administrators conduct orientation programs for parents to strengthen understanding and support for heterogeneous grouping. Teachers are likewise encouraged to align instructional practices with inclusive education principles and existing school policies to promote meaningful and equitable learning experiences. The findings may inform instructional strategies and contribute to improving the quality and equity of public elementary education.