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Homogeneous Sectioning Research Document

The document discusses the practice of homogeneous sectioning in elementary education, particularly in Trento, Agusan del Sur, where students are grouped by similar academic abilities. It highlights the potential benefits and drawbacks of this method, including its impact on student outcomes, equity, and social development. The study aims to explore the perceptions of educators and learners regarding the implementation of homogeneous sectioning in rural schools, addressing a gap in existing research.

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Princess Mae Cañeda
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486 views2 pages

Homogeneous Sectioning Research Document

The document discusses the practice of homogeneous sectioning in elementary education, particularly in Trento, Agusan del Sur, where students are grouped by similar academic abilities. It highlights the potential benefits and drawbacks of this method, including its impact on student outcomes, equity, and social development. The study aims to explore the perceptions of educators and learners regarding the implementation of homogeneous sectioning in rural schools, addressing a gap in existing research.

Uploaded by

Princess Mae Cañeda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Determinants of Homogeneous

Sectioning Implementation in Trento,


Agusan del Sur: Perspectives from
Elementary Educators and Learners
Introduction

The Problem and Its Background


In the field of basic education, class sectioning is a long-standing and significant practice
that affects teaching strategies, classroom dynamics, and ultimately, student outcomes. One
such method is homogeneous sectioning, where learners are grouped based on similar
academic abilities or performance levels. This system aims to tailor instruction more
efficiently, assuming that students with similar learning capacities will progress better in a
focused environment. However, this approach has also raised concerns regarding equity,
self-esteem, and social development among learners, especially in diverse and multi-ability
classrooms.

Globally, the debate over homogeneous versus heterogeneous sectioning persists. In


countries like the United States and the United Kingdom, research has shown mixed results.
According to Slavin (1990), tracking or ability grouping may have limited benefits and could
exacerbate educational inequalities. More recent meta-analyses (e.g., Steenbergen-Hu,
Makel, & Olszewski-Kubilius, 2016) also suggest that while gifted students may benefit from
ability grouping, lower-performing students might experience reduced self-confidence and
limited academic exposure.

In the Philippine context, the Department of Education (DepEd) has recognized the
challenges associated with ability grouping. While some schools continue to use
homogeneous sectioning to improve performance and maintain order, others have moved
toward inclusive and differentiated instruction in mixed-ability classrooms. A study by
Gines (2014) highlighted how homogeneous sectioning in Philippine public schools may
reinforce social divisions and discourage students who are placed in lower sections.

In Trento, Agusan del Sur, a predominantly rural municipality, homogeneous sectioning


remains a prevailing method in some elementary schools. However, little is known about
how this practice affects learners’ experiences and how educators perceive its
implementation. Contextually, Central Elementary School and other public schools in the
municipality face challenges such as overcrowded classrooms, varied learner abilities, and
limited teaching support—making sectioning a practical, yet contentious, solution.
This study seeks to address that gap. Although previous research has explored the academic
effects of sectioning, few studies focus on the determinants of its implementation in rural
settings, especially from the dual lens of teachers and learners.

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