Ability-grouping has been studied extensively for academic performance and its associations with academic self-concept however it is likely that some of the underlying links can also explain other associations such as those with emotional and behavioural outcomes (Papachristou, 2021). The current overview is contradictory, with some studies suggesting that students in lower ability classroom sets develop decreased levels of self-concept (McDool, 2020) and raised levels of externalised behaviours (Henry, 2015) whereas others suggest that it is the competitive nature of higher sets which can result in negative internalised behaviours (Boaler, 1997). The majority of studies however have similar caveats that research is very limited and therefore should be taken at individual school levels (Hodgen 2007 & EEF, 2021).
Using a cross-sectional research design and waterfall sampling within mixed-methods data collection, a mix of univariate, bivariate and multivariate statistical approaches have found significant differences between men and women and certain lasting effects of ability grouping in English secondary school mathematics lessons.