The composition of classrooms has become a key focus in educational research due to its significant influence on student learning outcomes. This study employed a quantitative descriptive research design to explore Grade 7 students' perceptions of class homogenization and inclusivity, as well as their relationship to academic performance. Experts validated a self-made questionnaire and pilot-tested with a homogeneous class to assess reliability, yielding a Cronbach’s alpha of 0.925. The results revealed that students in highly homogenized classes have a mean score of 3.8 (SD = 0.326), reflecting a "very high level of agreement" about their positive learning environment. Conversely, students in less homogenized classes indicated a mean score of 3.6 (SD = 0.412), also demonstrating agreement but with more response variability. In an inclusive environment, students in highly homogenized classes scored 3.8 (SD = 0.445), affirming their belief in equal participation and supportive teachers. Students in less homogenized classes scored 3.76 (SD = 0.447), also showing a "very high level of agreement." The Mann-Whitney U test revealed a significant difference in academic performance between the two groups: students in highly homogenized classes (Mean = 89.9, SD = 2.82) and less homogenized classes (Mean = 83.2, SD = 4.57), with a statistically significant result (U = 107, p < 0.001). Spearman correlation analysis revealed a weak positive relationship between class homogeneity and academic performance (ρ = 0.313, p = 0.013), whereas the relationship between inclusivity and academic performance was not statistically significant (ρ = 0.042, p = 0.744). Overall, class homogenization had a measurable effect on academic performance, with students in highly homogenized classes having higher academic scores. Inclusivity was rated highly in both groups; however, no significant relationship was found between inclusivity and academic performance. These findings suggest that educational strategies should consider class composition to enhance students’ academic outcomes.
Salvan et al. (Wed,) studied this question.