Impact of Group Arrangement on Academic Performance in Science and Social Studies

Date of Award

Winter 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Erin Gillett


academic performance, group arrangement, science, social studies, middle school


This 2019 study focuses on the impact that group arrangement has on the academic performance of middle school students. Our focus is on whether or not gender grouping plays a significant role in the outcome of student scores on achievement tests. Students were assessed four times in both science and social studies. There were two assessments for each group configuration, either same sex groupings, or mixed gender groups. The research took place in a North Dakota school, specifically seventy six 6th grade students who are shared between the same science and social studies teachers. The data and results determined that academically, group arrangement does not play a significant role in the success of the student. We found that the difference was less than two percentage points in the average achievement tests of students in either group arrangement. We did find that other factors within the group arrangements played more significant roles in the success of the students such as classroom participation, behaviors, and engagement.

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