Homogeneity and Heterogeneity as Strategies for Enhancing Student Performance

Abstract

This paper shows the learning adaptability of the student as a social atom when classified in a homogeneous and heterogeneous classroom settings. The complex interaction of the students will eventually determine which class grouping strategy is more effective for enhancing student performance. The study made use of the complex adaptive system technique where 100-run simulation was performed. Results show that the students adapt more in a homogeneous section rather than in the heterogeneous classroom setting. For slow learners, despite their “most likely to fail” behavior as an individual, will tend to improve academic performance when they interact with peers of the same learning capability.