IMPACTO DEL AGRUPAMIENTO TOTAL EN EL ALUMNADO A NIVEL ACADÉMICO

Abstract

This study analyzes the impact of ability grouping on the academic performance of gifted students at a specialized educational center (CEPAC). The research is based on the assumption that grouping—understood as the organization of students according to similar abilities— promotes academic development through differentiated instruction tailored to their needs. A pre-experimental design with pre- and post-tests was used on a sample of 100 elementary school students. The results, obtained using Student’s t-tests for related samples, show that there are no statistically significant differences in most subjects. Some specific changes were observed in certain areas (such as Civics, Natural Sciences, and Physical Education). Despite the absence of significant increases, the students maintained high academic performance, which is attributed to a possible ceiling effect due to their high initial scores. Likewise, the results of the PLANEA standardized test show superior performance by CEPAC students compared to the state and national contexts. It is concluded that total grouping does not significantly increase grades, but it does contribute to sustaining high levels of academic achievement in contexts of high educational demands.