Grade 7 Students’ Perceptions of Class Homogenization and Inclusivity and their Relationship to Academic Performance

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.