Composition effect

The term composition effect (from composition , Latin compositio "composition, composition") is based on the assumption that the composition of students in the respective learning group directly influences the development of an individual.

External factors

Conditions such as the spatial location of a school, the attractiveness of the facility and the differentiation of performance applied in the school have a decisive influence on the class composition. In this respect, the learning groups or even schools differ in their performance and in their social and cultural composition.

Effects

Effects in the learning group

The compositional effect has an effect in a class insofar as the students learn more or less according to the level of the class than they would have expected to have achieved with their individual learning requirements. The consensus in the achievements of the environment thus has a direct effect on the performance of the individual. The hindering or useful effects that are suspected behind a particular class composition can affect the heterogeneity or the homogeneity of a class. A class is therefore either performance-heterogeneous or performance-homogeneous.

Rütli School, Berlin-Neukölln

Effects on the public

The compositional effect is a tangible reality not only in relation to individual classes, but also to entire institutions. Problematic institutions such as the Rütli School have caused a stir, especially in public discussions . Corresponding schools have a concentration of students from educationally disadvantaged families, a generally low level of performance and a high proportion of repeaters. On the one hand, the variability in the composition of the pupils at secondary schools is very large, but is affected by critical factors. At grammar schools, on the other hand, the effects of the class composition on the performance level of the students are rather minor.

literature

• Kunter, Mareike, & Trautwein, Ulrich: Psychology of teaching . Verlag F. Schöningh GmbH & Co. KG., Paderborn 2003

Individual evidence

1. ↑ Baumert, J., Stanat, P. & Watermann, R. (2006): School structure and the emergence of differential learning and development milieus . In J. Baumert, P. Stanat & R. Watermann (eds.): Disparities of origin in education: In-depth analyzes in the context of Pisa 2000 (pp. 95–188). Wiesbaden: VS publishing house for social sciences.