No Learner Should Be Left Out: A Systematic Review of Perceived Effects of Inter Class Cognitive Classroom Streaming in Secondary Schools in Sub Saharan Africa
DOI:
https://doi.org/10.53819/81018102t3103Abstract
Inter-class cognitive classroom streaming has been one of the most contentious and divisive educational issues and practices. It is associated with negative outcomes, such as excluding other learners, lowering low-performing learners' self-esteem and confidence, and u3ltimately leading to a loss of interest in learning. However, research on its non-academic effects, such as its impact on learners' psychosocial well-being, is still limited, particularly in developing countries such as Uganda and South Africa. In addition, there are still few systematic reviews that can provide a comprehensive synthesis of the available information in the context of Sub-Saharan Africa. As a result, this review investigates not only the effects of inter-class cognitive classroom streaming in secondary schools, but also the learners' psychosocial well-being, with the goal of informing intervention strategies into the practice in order to reduce its negative outcomes. The systematic review was guided by the Frame of Reference theory. This conceptual paper employs a systematic review approach, with Google Scholar and Scopus Database search engines used to locate peer-reviewed articles from journals, conference proceedings, and book chapters relevant to the research. A mix of journal articles, conference proceedings, and book chapters published between 2008 and 2023 were considered for the study based on specific inclusion and exclusion criteria. The paper covered the following topics: the history of inter-class cognitive classroom streaming in Sub-Saharan Africa, the effects of inter-class cognitive classroom streaming, best practices for effective Cognitive Classroom streaming implementation, and intervention strategies to mitigate the practice's perceived negative effects. The study found that inter-class cognitive classroom streaming undermines the inclusion of students with learning disabilities, negatively impacting their emotional and psychological well-being and, as a result, deteriorating their academic performance. Teaching and learning should increase student engagement, regardless of cognitive abilities, and improve academic achievement while encouraging meaningful learning experiences and positive learning environments.
Keywords: Cognitive-Based Classroom Streaming, Learner, Secondary Schools, Sub-Saharan Africa
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