Final answer:
When low-achieving students are placed in mixed-ability groups, their attitudes and the impact on the collective grade may vary. Low-performing students may benefit from support, while middle-performing students may have mixed feelings, and high-performing students may be frustrated. The overall grade of the group may decrease due to the removal of incentive.
Step-by-step explanation:
When a low-achieving student is placed in a mixed-ability group, research shows that the student's attitude towards this change may vary depending on their performance level. The lowest-performing students are likely to feel a sense of relief and happiness, as they may benefit from the support and guidance of their higher-achieving peers. On the other hand, the middle-performing students may feel somewhat ambivalent, as they may perceive the presence of low-achieving students as a potential drag on their overall performance. Lastly, the highest-performing students may feel frustrated or angry, as they may perceive the inclusion of low-achieving students as a potential barrier to their own progress. In a mixed-ability group, the collective grade of the group may be impacted. The removal of incentive, which is the reward given for work and positive actions, may lead to the overall grade of the group getting lower and lower. This is because the low-achieving students may struggle to keep up with the pace and level of the group, and their lack of motivation or skills may affect the overall performance of the group.