摘要：AbstractIn the article we are presenting the findings of the research study on the organisation of ability grouping in mathematics and Slovenian language in the ninth year of primary schools, on the role of socio-cultural environment in ranking pupils into ability groups and on the success of pupils in differentiated level and heterogeneous groups. We are outlining the characteristics of ability grouping and its impact on pupils’ learning outcomes, and the significance of teaching differentiation and individualisation as well as its advantages and limitations.In the research work we applied the descriptive and causal – non- experimental method of empirical research work. The sample covered 1454 pupils of the ninth grade Slovenian primary schools. We implemented the following instruments: basic descriptive statistics, Pearson's correlation coefficient, reliability analys is according to the classical examination theory (Guttman-Cronbach coefficient α). The study has shown that approximately three- quarters of schools implement ability education. And among the forms of ability grouping the three-level difficulty prevails, whereas the two-level ability grouping is less common.The scores and social-cultural background play the most decisive role in ranking pupils into ability groups. We have registered from medium to high grade statistical correlation between ranking pupils into ability-level groups for mathematics and Slovenian language on one hand and their mothers’ as well as fathers’ education and the pupils’ average scores for Slovenian language and mathematics in the 7th, 8thand 9thgrade on the other hand. We can normally find in the first level difficulty group pupils who reached lower achievements and at the same time come from less privileged socio-cultural environment. In ability groups the strongest factor, dividing pupils according to their success, is their social background. The results have also highlighted the fact that the first level of difficulty involves pupils who are less motivated for their learning and their motivation mostly depends on external encouragements. The results have also shown that ability grouping may be effective only if teachers adjust both teaching methods and teaching materials to pupils of different ability groups.
关键词：differentiation of instruction;mathematics;primary school;Slovenian language;socio-cultural environment;external assessment of knowledge
