Abstract

Sectioning students on basis of ability to progress assumes that a large number of students in any one class, ordinarily composed, will exhibit so wide a range of abilities that they can be taught more advantageous by grading them into best, medium and poorest groups. (Bryan, 1927) As the grade 11 students of Holy Family Academy face heterogeneous sectioning for the first time, there will be confusion if there will be a change in their academic performance or an adjustment for the students. From this dilemma, the researchers explored the students' points of view on the efficiency and effectiveness of heterogenous and homogenous sectioning. This current study aims to identify the students' perceptions regarding their sectioning that could affect their academic performance. The study follows a phenomenological design and made use of questionnaires in the assessments of students' perceptions regarding sectioning. The respondents are the grade 11 STEM students of Holy Family Academy. As a result of the data gathering and analysis, the study proved that the preferred sectioning of students is heterogeneous, regardless of being mixed, the students developed learning strategies and boost their confidence level by meeting new friends.