What do students think about differentiation and within-class achievement grouping?

Differentiation and achievement grouping are frequently implemented practices to adapt education students’ varying educational needs based on level. Potential didactical socioemotional advantages disadvantages of these have been discussed in the literature. However, little is known about perspective students themselves. This study examined how (N = 428) perceived differentiation within-class homogeneous primary mathematics education, with attention for potential differences between diverse levels. Students Grades 1, 3 5 completed a questionnaire various differentiated activities (if applicable) grouping. In line differentiation, extended instruction less difficult tasks were appreciated most by low-achieving whereas more high-achieving students. all groups had largely positive attitudes their own group. some found, favourable results placed low groups. Students’ responses open-ended questions provided additional insights into reasons behind evaluations Differences grade levels also explored.