Student's and Teacher's Perception on the Implementation of Heterogeneous Sectioning at Callejon National High School

Abstract

INTRODUCTION

In previous years, students were grouped according to their academic standing, however, major reforms were introduced through the implementation of heterogeneous sectioning. Thus, this study aims to determine the students’ and teachers’ perception on the first year of implementation of heterogeneous sectioning as basis of proposed action plan.

METHODS

This study made use of the descriptive type of research design. Forty-two junior high school students and 21 teachers responded to a constructed questionnaire. Testing of significant difference was also conducted with data collected through quantitative analysis.

RESULTS

Most of the students and teachers preferred the heterogeneous sectioning than homogeneous. They have stated that heterogeneous sectioning is truly beneficial for both students and teachers as it develops communicative skills and increases interaction among students. However, students professed a number of issues and challenges encountered such as their feeling of needing help than experiencing the role of a leader which also causes lack of participation in class discussions. Also, most of the teachers were challenged due to individual differences like learning ability and learning style. Moreover, teachers also stated that it is difficult to be certain that all students learn effectively.

DISCUSSIONS

The results demonstrated the possible continuity of heterogeneous sectioning implementation. Despite, the issues and challenges encountered, the advantages of its implementation maintained predominantly. Through this study, action plan was proposed to overcome and address the said issues and challenges.