The Effect of Homogeneous Grouping versus Heterogeneous Grouping on High School Students’ EFL Writing Achievement

This study is an attempt to investigate the effectiveness of homogeneous grouping versus heterogeneous grouping on students’ EFL achievement in writing. A pretest posttest design was used to answer the research questions about the effectiveness of grouping students homogeneously versus heterogeneously. Two classes were assigned for the study. One class was assigned for heterogeneous grouping in which high achievers were in group of four or less and low achievers were in group of four or less. The second classes was assigned for heterogeneous grouping where students of different abilities high and low achievers were in groups of four or less. The findings of the study suggested that there is a difference between homogeneous grouping and heterogeneous grouping. The analysis of the results of the study showed that there was a significant difference between the scores of the students in homogeneous group and heterogeneous group in favour of the homogeneous group. However, there was no significant in the achievement of between high achievers and low achievers in the two groups. Based on the conclusions and discussions of the study it was recommended that teachers may group students homogeneously based on students’ level and according to their needs. Finally recommendations and suggestions for future research were made