Abstract
The study aimed to determine the effects of heterogeneous grouping on the academic performance of grade three pupils in Sta. Cruz Elementary School, District I-A, Division of Antipolo City during the School Year 2019-2020. Fifty percent of the population of grade three pupils in heterogeneous grouping in the said school were considered as respondents. This consists of 550 pupils out of 1100 grade three pupils. They were chosen utilizing the simple random sampling technique. They were described in terms of sex, sibling position, monthly family income, number of children in the family and parents’ educational attainment. Descriptive survey research design was applied utilizing a researcher-made questionnaire-checklist. This was administered to the pupil-respondents to gather the needed data on the effects of heterogeneous grouping on the performance of grade three pupils as perceived by themselves with respect to intellectual ability, study habits, emotional stability and social relations. Likewise, documentary analysis was utilized since the average grades of the pupils were obtained as basis of their academic performance. The study revealed that pupils are predominantly female and first and third child of the family. Most of them belong to low-income families and an only child with parents who are college undergraduates. Heterogeneous grouping has much effect on the performance of pupils with respect intellectual ability, study habits, emotional stability and social relations. Significant difference was found on the extent of effects of heterogeneous grouping when grouped by monthly family income, number of children in the family and parents’ educational attainment; however, when grouped by sex and sibling position, no significant difference was found. The pupils perform very satisfactory as revealed in their average grades. There is significant correlation between the perceived extent of effects of heterogeneous grouping and the academic performance of pupils. Based on the findings of the study, monthly family income, number of children in the family and parents’ educational attainment are significant on the perceived effects of heterogeneous grouping on pupils’ performance. Heterogeneous grouping is related to the academic performance of pupils. The study recommended that school administrators may conduct massive information dissemination to parents on heterogeneous grouping of their children. Teachers may always tailor their classroom rules around the general policies of the school and the practice of heterogeneous grouping of the pupils. Pupils may be exposed to more meaningful learning activities in the classroom to enhance their emotional stability and social relations. Pupils should be encouraged to identify their learning preferences so as to improve their study habits and academic performance. The proposed action plan is recommended for implementation. Similar studies may be conducted considering other variables.
