The effect of EFL learning group heterogeneity in achieving learning outcomes for undergraduates.

Abstract

This study reports an experiment conducted to investigate the effect of heterogeneity on achieving learning outcomes intended to measure different learning experiences in EFL classes (English as a foreign language). The study follows quantitative correlational research and employs the test as a tool for data collection. Twelve different EFL learning groups were investigated for their academic performance over the course of 14 weeks by measuring learning outcomes. To measure the learning outcomes that are intended to be measured, the test results that were given to the EFL learning groups will be analyzed. The statistically analyzed data show that heterogeneity affects learning outcomes achievement (of the domains knowledge & understanding and skills) at all levels of students, including the excellent ones. The learning groups with low heterogeneity (heterogeneity's range is between 24% and 30%) attain better achievement for all types of the learning outcomes that are intended to be measured. The learning groups with high heterogeneity (heterogeneity is greater than 30%) attain low achievement for all learning outcomes. Based on which, it recommends that forming learning groups of students with low heterogeneity (30% and not less than 24%) does effectively achieve the learning outcomes, particularly in the domains of knowledge and understanding and skills.