A STUDY ON THE EFFECT OF SECTIONING:

HOMOGENEOUS SECTION AND HETEROGENEOUS

SECTION TO THE ACADEMIC PERFORMANCE,
STUDY HABITS AND SOCIAL INVOLVEMENT OF
XUHS STUDENTS

TERESA BAGAIPO
CAMILLE MAGNANAO
LAIRYLL PRICE
MARTIN SANTIAGO
IV-HORACIO DE LA COSTA

INTRODUCTION
The most commonly used sectioning for schools is the
homogeneous grouping. This method groups the
students by their similarities and abilities. Do you ever
wonder why this method of sectioning is used? This
research study was conducted in order to identify the
effects to the academic performance, study habits and
social involvement of such groupings; homogeneous
and heterogeneous. This research used a descriptive
type of research. The instruments used to gather data
include a researcher made questionnaire.
Frequencies and percentages were used as statistical
treatment to interpret and analyze the data gathered.

STATEMENT OF THE PROBLEM

This study will attempt to determine the relationship and
effects of sectioning XUHS students (Grade 8 4th Year) in
different categories namely Homogeneous, General,
Heterogeneous
sectioning
according
to
academic
performance, study habits and social involvement.

1. WHAT IS THE PROFILE OF THE RESPONDENTS

WHEN GROUPED ACCORDING TO:
1.1 Year Level
1.2 Section: (Honors, Semi-Honors, General and
Heterogeneous)
1.3 Q.P.I.: (From the previous quarters)

2. WHAT IS THE EFFECT OF SECTIONING XUHS

STUDENTS HOMOGENEOUSLY AND
HETEROGENEOUSLY IN TERMS OF?
2.1 Study Habits
2.2 Academic Performance
2.3 Social Involvement

3. WHAT IS THE EFFECT OF SECTIONING XUHS

STUDENTS HOMOGENEOUSLY AND
HETEROGENEOUSLY WHEN GROUPED ACCORDING
TO:
3.1 Year Level
3.2 Section (Honors, Semi-Honors, General and Heterogeneous)
3.3 Q.P.I. (From the previous quarter)

DATA AND RESULTS

Problem 1: What is the profile of the respondents when

grouped according to:
Year Level
17%

50%

17%

16%

Grade 8

2nd Year

3rd Year

4th Year

Section

50%

50%

Heterogeneous
Homogeneous (Honors, Semi-Honors, General)

QPI for the 1st Quarter

0%
96 and above
0%
91-95

1%
8%
26%

86-90

11%
16%

80-85

28%

0%
79 and below
0%

10%
5%

10%

Heterogeneous Section

15%

20%

Homogeneous Section

25%

30%

QPI for the 2nd Quarter

0%
96 and above
0%
91-95

7%
1%
26%

86-90

13%
17%

80-85

25%

0%
79 and below
0%

11%
5%

10%

Heterogeneous Section

15%

20%

Homogeneous Section

25%

30%

Problem 2: What is the effect of sectioning to the

XUHS students in terms of:
Study Habits

Studies at home

39%

Yes

44%
11%

No

6%

Frequency of Study
Everyday
Weekly

9%
16%
5%
3%
23%

When there is a test

Others
0%

19%
2%
6%
5%

10% 15% 20% 25% 30% 35% 40% 45% 50%

Heterogeneous Section

Homogeneous Section

Advance study for exam

0%
One month before
Two weeks before

1%
4%
3%

One week before

8%

14%

Days before
Time of Study Night Before
Morning (6 a.m. to noon)
0%
Afternoon (noon to 6 p.m.)

14%

13%

3%

8%
20%

Night (9 p.m. to 12 a.m.)

0%

18%

2%

Evening ( 6 p.m. to 9 p.m.)

Late Night (12 a.m. to 6 a.m.)

25%

18%

6%
3%
5%

33%

7%
10%

Heterogeneous Section

15%

20%

25%

Homogeneous Section

30%

35%

16%
No
27%

34%
Yes
23%
0%

5%

10%

15%

Heterogeneous Section

20%

25%

30%

35%

Homogeneous Section

40%

ANALYSIS AND
INTERPRETATION
According to Crilly (2000) student are able to balance their
study habits together with their social involvement. Student
are diverted from studies to have interesting talks and they
get to bond with their peer. His study show that every
student should have a minimum of an hour to divert
herself/himself to talk and hang out with peers. Part of good
study habits is to provide yourself a time to unwind. So when
students get back to studying their minds are set
productively processing information. We can see from the
graphs shown that student who are from the heterogeneous
sections have better study habits than those from the
homogeneous.

Honor Students
for the
1st Quarter

Academic Performance
32%

No
47%

18%
Yes
3%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Heterogeneous Section

Homogeneous Section

Honor Students for the 2nd Quarter

Yes

20%
3%
30%

No

47%

Failing Marks
Yes

No

4%
16%
46%
34%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Heterogeneous Section
Homogeneous Section

ANALYSIS AND
INTERPRETATION
In a study conducted by Baer (2003), it focused on the
academic progression of college students studying
educational courses. The first examination of the students
were the basis for his conclusion. The result of his study
shows that the homogeneous groups outperformed the
heterogeneous groups.

Social Involvement

Participation in
Group Activities

20%
22%

Always

28%

Sometimes

Never
Active Club
Members

25%
2%
3%
22%
23%

Yes

25%
25%

Somehow

No
0%

3%
2%
5%
10%
Heterogeneous Section

15%
20%
25%
Homogeneous Section

30%

Number of Friends
26%

10 and above

27%
9%

7 to 10

14%
10%

4 to 6

5%
5%

2 to 3

4%

0%

5%

10%

Heterogeneous Section

15%

20%

25%

Homogeneous Section

30%

ANALYSIS AND
INTERPRETATION
According to Kruse (2011) heterogeneous grouping or mix
ability-grouping is most beneficial to students in terms of
social involvement. The purpose of mix ability-grouping is to
create a realistic work environment for students because
diversity is inevitable in the real world. This type of
sectioning prepare students to be aware and help them to
interact with people with various abilities and skills.
Moreover, if you go to different institutions and firms, you
will find out that employers would staff people with various
expertise.
Again the motive of heterogeneous is to make students
interact with different kinds of people whether in gender, age,
race, ability and more factors.

Problem 3: What is the preferred sectioning of XUHS

students?
Homogeneous Sectioning
11%

Greatly in favour

4%
30%

Quite in favour

26%
11%

Not in favour

4%

0%

5%

10%

Heterogeneous Section

15%

20%

25%

Homogeneous Section

30%

35%

Heterogeneous Sectioning
6%

Greatly in favour

31%
32%

Quite in favour

Not in favour
0%

17%
12%
3%
5%

10%

Heterogeneous Section

15%

20%

25%

30%

Homogeneous Section

35%

ANALYSIS AND
INTERPRETATION

CONCLUSION
Based on the findings and conclusions of the study, it is
not certain which sectioning is preferable, there are many
factors which should be considered. It is recommended that
when grouping

students

many factors like academic

performance, study habits, social involvement and the like

should be a basis for grouping students, based on the
results we found out and concluded.