The Influence of Ability Grouping on Students' Learning Experiences and Perceptions in the Selected Public Secondary Schools in Tanzania

Abstract

This study investigates the influence of ability grouping on students' learning experiences and perceptions in two public secondary schools in Dar es Salaam, Tanzania. Grounded in Vygotsky's sociocultural theory, which emphasises the role of social interaction and scaffolding in learning, the study explores how students' placement into higher or lower-ability groups affects their learning experiences and perceptions of learning. A non-experimental quantitative survey design was employed, targeting 248 Form Two students categorised into higher- and lower-ability groups across two schools. Data were collected using a structured Likert-scale questionnaire adapted from validated instruments. A three-way MANOVA and follow-up univariate ANOVA were used to assess the effects of school context, ability grouping, and gender on the dependent variables. Findings reveal that ability grouping has a statistically significant impact on both students' learning experiences and perceptions of learning, with higher-ability students consistently reporting more positive experiences and perceptions of learning. Gender had a small but statistically significant influence on perception, with females scoring slightly higher. At the same time, the school context and all interaction effects were not significant. These results affirm the impact of ability grouping on students' learning experiences and learning perceptions, highlighting how grouping practices may marginalise lower-ability students by limiting their exposure to beneficial peer and teacher interactions within the Zone of Proximal Development. The study recommends inclusive, differentiated instruction strategies that promote peer scaffolding and equitable engagement across students' ability levels. Additionally, policies should encourage Universal Design for Learning to minimise the stigmatising effects of rigid ability classifications. These results contribute to the literature on the implications of ability grouping in student learning, highlighting the need for interventions that strike a balance between academic efficiency and equity.