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Streaming and grouping ability is a widely used system across all educational system in
current time. Streaming refers to the act of grouping students into classes based on their
intellectual and/or academic endeavors in this study (Macqueen, 2008; Kumar, 2004).
Students within a certain ability range are grouped together as a class or schools.
Streaming is also associated with exclusive labelling in academic and social terms (Kulik,
1992). In Malaysia particularly, special schools like MRSM, SBP, Cluster, SBT and many
more applied this practice.

One of the most apparent benefit of having students of similar abilities in the same class
is the teacher in charge can work closely with students. When students are grouped by
ability, then collaborative work becomes important because this type of learning
environment is heavily dependent on team work. While students are grouped together and
learning from each other, the instructor can use the time to focus on learners who need
more one on one attention. In addition, within a streamed class setting the teacher will be
able to set a suitable pace for the class and maintain that pace. There is hardly any risk of
leaving anyone behind. The entire class is challenged at a level gauged to be appropriate
for the whole group. The teacher can move ahead at a brisk pace with a group of bright
students who do not require much supervision and need little or no individual attention. In
a class of slow students the same applies; however, a slower pace would be necessary
and a more reasonable number to work with would be ten to fifteen if teaching is to be
effective. In either situation, the teacher is able to select an appropriate pace and move
ahead with it. Next benefit in this type of class setting from student’s point of view is they
are able to motivate each other because they possess similar abilities. Cooperative
learning will be easier because they possess similar level of cognitive and able to adapt
quickly. Moving ahead at the same pace will be walk in the park because there are no
major disparities in ability within the stream. In the meantime, confidence and self-esteem
will grow since no one is made to feel inferior or stupid among his/her peers. In fact, they
offer each other friendly competition which is, in itself, motivational. Furthermore students
can move at their own pace. When students are grouped together based on skill level, the
pressure is lessened of when the topic must be covered. The students that grasp the
concept are able to move on when they have reached the appropriate understanding.
Likewise, students with learning styles where they take longer to understand concepts are
not falling behind because the class needs to move on, they simply take the time they
need to learn and then progress at the appropriate time. Lastly students can be challenged.
Students who progress quickly through curriculum material can be appropriately
challenged when they are being grouped with others in their ability group. This way, gifted
students continue to be motivated throughout the academic year without having to lose
momentum while other students are still catching up.

On the contrary, having students of similar ability in the same classroom also poses its
disadvantages. Streaming has long been associated with disadvantaging students in lower
ability groups since its inception following the 1931 Primary School Report (Ollerton,
2002). Statistics consistently produce strong disparity in attainment scores between one
“high ability” group and ‘lower ability’ groups where by lower ability groups usually score
poorly in the Primary School Achievement Test (MOE, 2012) . Further, streaming has
been found to produce different affect towards students’ academic achievement and to a
certain extent mentioned as being unjust (Kilgour, 2007; Dukmak, 2009). Firstly there is a
possibility of exclusion and anxiety. By grouping students together based on ability, there
is the possibility that some students will experience discomfort with being placed into a
group that is considered a lower or higher learning level. Groupings also highlight the
differences in cognitive abilities among students and can lead to feelings of isolation and
separation from the larger group. Secondly, many students in the low ability group exhibit
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low self-esteem and motivation. Some feel that only the smarter classes or higher ability
group are capable in studies while lower group suffer less progress in their studies, just
because they are sitting in the lower ability classes. This especially clear based on
challenges that schools face from certain parents because of implementing streaming,
usually from lower ability group parents. Using double standard practice or teachers
accused of paying less attention to the lower ability groups. Next point is students in a
lower grouping may work to that level. If students are placed in a grouping where learning
is done at a slower pace and concepts are understood in a longer period of time, then
some students may work to that level even though they are capable of achieving more.
There is the possibility of pigeon-holing students into how “smart” they are and some might
only work to the level they are grouped in.

As opposed to streaming class, there are similarly benefits and disadvantages of having
students of different abilities in the same class. The first and foremost of benefit in having
different ability student in the same classroom is the opportunity to accept, discuss and
listen to others' diverse perspectives. Mixed classes are useful for topic introduction,
general direction, read-aloud, closure and team building. With mixed readiness classes,
advanced students can experience the satisfaction of helping less-able learners and
modeling more complex ideas. This practice may build confidence in the advanced
students as tasks require simpler skills. Thus create suitable environment to nurtured
capable role model and leadership. Meanwhile, similar readiness work in small groups can
assist in matching pace with students. Above grade-level materials can be used so in-
depth content is developed. Advanced students can challenge each other in a
comfortable environment as they share their expertise. This group work incorporates more
abstract or complex ideas to expand the student's knowledge further. Lastly,
individual work in mixed ability classes allows for appropriate pace and level. Individual
interests and ideas can be pursued and a greater diversity of responses can be achieved.

Likewise to benefit of having different students in same class, there are also disadvantages
to be discover. Interest problems may arise due to the differences among students in terms
of their abilities. Gifted students placed in an unstreamed class setting among low ability
students, for whom the pace has to be much slower than their own, soon lose interest in
what is happening in the classroom and seek alternative means of engaging themselves.
They may manifest their loss of interest through disruptive behavior, careless attitude
towards work, or rebelliousness. The fact is that they are grossly under-challenged so they
react. They want to move ahead; instead they are forced to stand still or perhaps even
regress to match the pace of the less able students in the class who would probably need
twice as much time to complete tasks. For instance, some students may find lessons
boring, as the topic has no familiarity with their own life or their interests. Furthermore,
some of the students may not be interested in the lesson, unless they do get the chance
to express their own ideas since the teacher talks too much during the lesson or the other
students take many turns. The weaker students, on the other hand, cannot finish the tasks
as quickly as the strong ones and may lose their confidence and/or show ill-disciplined
behavior for a variety of reasons related. Consequently, mixed abilities may result in
classroom management problems. Furthermore lower-ability students are easily
demotivated in an unstreamed setting where the pace is set above their level, making their
inabilities stand out in stark contrast to those of their peers. They may react in a number
of ways such as withdrawal, rebellion, indiscipline and even truancy. Withdrawn students
are easily overlooked and often left behind if the teacher is not sensitive and caring.
Rebellion and indiscipline obviously cause problems with authority which only exacerbates
the situation. Inevitably, these students become drop outs.
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As to conclude, most of the response and finding seem to suggest that streaming is more
beneficial. Although there are a few disadvantages, there are wide possibilities that it could
be overcome. Using proper strategies by understanding and manipulating the relevant
factors, streaming could be fine-tuned to achieve the desired outcome. However, more
investigations should be carried out to analyze whether this streaming practice we have in
many schools in our country is best made compulsory in all schools with the necessary
improvement or taken away. Investigation should also be carried out to find out whether
teachers are equipped with the skills or trained to cater for the streamed classes they are
designated. At the end of the day, the education system is made to educate the people in
the most educated way as to ensure that education is productive in producing the citizens
with great potential and integrity, so it’s best standardized and clear instruction on the issue
is introduced in our country.