The three categories of educational programs for students include formal, informal, and non-formal programs and this essay will look at the formal category. Formal education or learning is one that takes place within the premises of the school. It also refers to basic academic knowledge that a student learns from elementary, secondary, and college school increasing intra-group diversity and inter-group equality. (Tempelaar, 2020). This category of learning helps students who are at risk of underperforming in school, by enabling them to be taught by qualified teachers, and also interact with fellow students for help. Among the programs available under this category include, classroom instruction, and web-based training. Classroom instructions refer to a learning setup where students follow the instruction given by teachers in a classroom, in which students physically interact with fellow students and teachers (Ylimaki et al., 2021). Web-based training refers to online or virtual training or learning, which helps students to learn from any place and any time, and this helps underperforming students to improve.
Random grouping is the best form of grouping that will enable students to perform well in school. Random grouping refers to the pairing of students without depending on factors like achievement levels or common objectives (Santos & Imrie, 2020). Common benefits of this grouping include, students easily agreeing to work in any group work they are paced, eliminating any social barriers in the classrooms, and it increases the mobility of knowledge between students. The main controversy of random grouping is that students who underperform in a classroom, may not get the right group of students who will help them improve their studies. Furthermore, it will be hard to categorize each student according to their abilities, and this may hinder underperforming students from improving.
References
Santos, C., & Imrie, A. (2020). Selecting and grouping students effectively–increasing intra-group diversity and inter-group equality.
Tempelaar, D. (2020). Supporting the less-adaptive student: the role of learning analytics, formative assessment and blended learning. Assessment & Evaluation in Higher Education, 45(4), 579-593.
Ylimaki, R., Brunderman, L., & Moyi, P. (2021). Balancing evidence-based and humanistic education in school development for underperforming Arizona and South Carolina schools. Leadership and Policy in Schools, 20(3), 436-456.