Professional Documents
Culture Documents
Introduction
Multi-grade schools and multi-grade instructions are neither a new educational innovation
nor a recent experiment introduced by education experts. These have been adopted by over a
century, a reality based on geographical and economic necessity for many countries in the
developing world. The multi-grade approach has become an imperative in these countries,
particularly in poor, rural, and remote locations, as part of broader efforts to widen and improve
The Philippine has embraced the multi-grade schooling approach subscribing to internal
research findings that multi-grade schooling is a cost-effective means of raising participation rates
and student achievement in poor, remote areas. It believes in the potential of the approach to bring
education closer to remote and marginalized communities. Thus, multi-grade schools in the
Philippines have increased in number and organization over the past decades. Multi-grade schools
have become an integral part of the Philippine education scene, making a real and significant
contribution of the country to the Education for All (EFA) goals of access and equity. As of 2016,
close to a third of the public elementary schools in the country have some form of multi-grade
instruction. Issues and challenges have emerged as consequences of rapid growth (SEAMEO
INNOTECH, 2016).
One of the challenges that the country is facing is the fact that there are some areas where
enrolment is low and there is a lack of teachers making it necessary for different grade levels to be
combined. Thus, in areas that are isolated and sparsely populated, geographically inaccessible, or
deficient in educational resources, multi-grade classes have been adopted as a strategy to ensure
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Education for All (EFA). As of the current year, there are about 37, 697 public elementary schools
Research shows that aside from providing access, multi-grade instruction delivers the same
kind of education as monograde classes and in some cases, improves the effectiveness of education
For multi-grade schools to perform better and therefore improve learning outcomes, the
curriculum should be made more relevant and responsive to the abilities of the learners. Classroom
management such as appropriate group techniques with appropriate teacher training will enhance
learning. To specifically address the needs of multi-grade schools in the country, it is necessary to
conduct a research.
for children in the remote and isolated villages the country. Multi-grade teachers are key factors
in providing meaningful learning experiences in these classes in order to sustain pupil’s interest
It is obvious that a combined class of pupils differs a lot from the conventional type of a
pupils class of a single grade. That means that the way that the students of the multi-grade class
should be taught must be different as well. It is true that the function of the teacher in the multi-
demanding than the role of the teacher in the monograde school respectively.
The main function of the multi-grade teacher is to teach pupils by imparting knowledge
not just follow a curriculum. Teacher must be able to develop skills and inculcate desirable values
and attitudes among pupils. The teacher is expected to be versatile and utilize different strategies
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to make learning meaningful and effective for all learners in his or her classroom, no matter what
The Schools Division of Marinduque is one the divisions in the MIMAROPA region that
cater multi-grade classes, especially in selected far-flung areas with very limited population of
school children. This is the division’s respond also to the mandate of the EFA. However, meeting
the demands of the EFA is not that easy. There are some challenges that teachers face in handling
multi-grade classes. As it has been observed, handling two or more classes at the same time is too
difficult for a teacher, thus, it is expected that they have challenges endure in teaching.
With this background, the researcher, as one of the multi-grade teachers in the Schools
Division of Marinduque would like to conduct a research to find out the challenges faced by the
multi-grade teachers. Results will yield to crafting a position paper for the welfare of the multi-
This research aims to investigate the challenges encountered by the multi-grade teachers
terms of:
1.1 age;
1.2 gender;
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1.3 geographical location of the school station of the teacher;
2. What are the challenges encountered by the multi-grade teachers in terms of the
following:
2.2.teaching pedagogies;
3. Is there a significant relationship between the profile and the challenges encountered
4. What are the remedial measures provided by the multi-grade teachers to address the
challenges?
5. How effective are the remedial measures provided by the multi-grade teachers in
6. What policy formulation can be crafted to address the challenges and improve the
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Scope and Delimitation of the Study
The study covers the challenges encountered by the 50 multi-grade teachers in the Schools
Division of Marinduque. The variables are limited to the profile of the multi-grade teachers in
terms of: age, gender, highest educational qualification, geographical location of the school station
of the teacher, number of years handling multi-grade classes, type of multi-grade classes handled,
number of multi-grade classes handled, and type training attended related to multi-grade teaching.
Similarly, the challenges are restricted to: classroom instructional preparation and management,
it covers the remedial measures and its effectiveness in addressing the challenges encountered by
Given the underlying assumption that teaching in a multi-grade is very challenging since
it will be teaching multiple competencies in one execution, this gives sense how multi-grade
The study will add to the number of studies already conducted in the past about multi-grade
teaching. The study will enable curriculum planners to identify problems with regard to multi-
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If problems in multi-grade teaching are identified and addressed, teaching and learning in
Furthermore, the study would generate awareness and interest among other researchers. It
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Chapter 2
This chapter presents the review of literature and studies that have bearing on the present
study and are important in understanding the variables of the problems being investigated.
Multi-Grade
McEwan (2014:465) states that the MDGs specify that by 2015 children in every country
should be able to complete a full course of primary schooling. The EFA initiative promulgates a
similarly ambitious goal, with an emphasis on children in difficult circumstances, ethnic minorities
and girls. According to Brown (2010:193), in South Africa, the need for multi-grade teaching
remains essential, especially now that it is a signatory to various international conventions and the
United Nations agreement that emphasizes basic education for all. But case studies of multi-grade
Little (cited in Brown, 2018:6), delineated what the term ‘multi-grade teaching’ means.
She refers to multi-grade teaching as the teaching of learners of different ages, grades, and abilities
in the same group. She distinguishes it from mono-grade teaching in which students within the
same grade are assumed to be similar in terms of age and ability. She also distinguishes multi-
grade teaching from multi-age within grade teaching, which occurs when there are wide variations
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Joubert (2015:1) refers to multi-grade teaching or multi-level teaching as the teaching of
different grade levels at the same time in the same setting, and that many terms are found in the
literature to describe multi-grade teaching. He indicates that the terms ‘combination classes’,
‘forced mixed-age classes’ and ‘forced mixed grade’ usually refer to settings arising through
According to Hargreaves, Montero, Chau, Sibli and Thanh (2014:1), multi-grade classes
are classes where one teacher has the sole responsibility for two or more grades or classes of
learners at the same time. These authors, further state that the term is broadly used to include
combination classes, multi-age classes, vertically grouped classes and family grouped classes.
Brunswic and Valerien (cited in Brown, 2018:6), state that multi-grade teaching is a situation
where a single teacher is responsible for pupils of various ages spread over several grades, and
Brown (2018:6) argues that multi-grade teaching does not appear to enjoy a common
interpretation among researchers and education practitioners. He indicates that for many, the
concept remains deeply contested, and this has made it difficult to build consensus about what it
means.
Little (2014:2) states that multi-grade teaching arises through necessity or pedagogic
choice and that the description of multi-grade teaching settings in literature often fails to indicate
whether they have arisen through necessity or choice. The outline the conditions under which
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(i) Schools in areas of low population density are usually widely scattered and inaccessible
and enrolments low. Such schools may have only one or two teachers responsible for all grades;
(ii) Schools that comprise of a cluster of classrooms spread across in different locations, in
which some classes are multi-grade for the same reasons as in above and some are mono-grade.
Some teachers within the same ‘schools’ spend most of their time with multi-grade classes, some
(iii) Schools in areas where learners and teacher numbers are declining, and where
(iv) Schools in areas of population growth and school expansion, where enrolments in the
(v) Schools in areas where parents send their children to more popular schools within
reasonable travelling distance, leading to a decline in the potential population of learners and
(vi) Schools in which the number of learners admitted to a class exceeds official norms on
size, necessitating the combination of some learners from one class grade with learners from
another grade;
(vii) Mobile schools in which one teacher moves with nomadic and pastoralist learners
viii) Schools in which teacher absenteeism is high and supplementary teacher arrangements
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(ix) Schools in which the official number of teachers deployed is sufficient to support
mono-grade teaching but the actual number deployed is less (for a variety of reasons); and
(x) Schools in which learners are organized in multi-grade rather than mono-grade groups,
and for pedagogic reasons, often as part of a more general curriculum and pedagogic reform of
educational systems.
Little points out that condition (x) above underlines a distinction between multi-grade
teaching that arises through necessity and choice. Condition (i – ix) above arise through necessity.
The necessity, which is commonly a motivation in developing countries, arises from the
characteristics of learners (i – vii) or teachers (viii – ix). Condition (x), mostly associated with
multi-grade in developed countries, is of a different nature altogether and reflects a choice made
by policymakers and/or teachers about how to change and improve the quality of pedagogy.
Brunswic and Valerien (cited in Brown, 2018:8)), theorized that when multi-grade teaching
rationalization. They argue that when multi-grade teaching is established for reasons of necessity,
settlements, low population density, declining population density resulting from rural-urban
migration, schools that have a number of remote sites), or administrative or pedagogical problems
competition between schools that are seen by parents as being of unequal quality).
Brunswic and Valerien (cited in Brown, 2018:8) further argue that, when multi-grade
teaching is established for political reasons, it is motivated by regional development and efforts to
stop the migration to the cities, that is, the desire to maintain a school site in a given locality. They
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further argue that when the choice is made for educational reasons, it is made by innovative
Multi-grade classes and schools in the rural areas of industrialized countries arise largely
through necessity rather than choice. Accounts of and research on multi-grade teaching in rural
areas are available for several industrialized countries. These include Australia (Young, 2006),
Canada (Mulcahy, 2003 & Daniel, 2008), England (Galton & Patrick, 2010), Finland (Laukkanen
& Selventoinen, 2008), New Zealand (Draisey & Ewing, 2000), USA (Miller, 2001, 2002 & Prat,
Netherlands and Sweden, where studies of mono-grade and multi-grade teaching have been carried
out, the majority of learners enter school at an official school entry age and move through grades
without repetition. Hence the ‘age’ and ‘grade’ identities of students converge to a common entity.
Furthermore, Little (2011) singled out Finland as a country in which innovations in the teaching
and curriculum strategies developed in multi-grade schools making it a fertile ground for the
Birch and Lally (cited in Little, 2014:485) are of the view that in Victoria, one of
Australia’s most populous states, policy makers decided that schools would employ multi-grade
teaching during the first three years of primary schooling, in the belief that it is the best form of
Little (2014:490) further argues that, although the vast majority of multi-grade classes in
the education system of developed countries are located in rural settings, it does not mean that
children, their teachers, their parents and their schools and communities are disadvantaged
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socially, educationally and economically. Rural schools in industrialized countries generally have
adequate resources.
In many developing countries, the term multi-grade nearly always refers to classes where
grades have been combined for reasons of necessity rather than pedagogical choice. In the
developing world context, the emphasis on the word ‘multi-grade’ is on the word grade, in that
children are often grouped according to the grade they have reached in terms of curriculum and
namely Peru, Sri Lanka and Vietnam. They describe the context of multi-grade teaching in each
of these countries. In Peru, multi-grade schools offer basic primary education and are the most
common form of site for children who are dispersed throughout the country side, or for settlements
with few children of school age. It is by means of multi-grade schools that the state is able to offer
educational opportunities for the most isolated, poor and predominantly indigenous populations.
educational service, with deficient resources as well as lack of capacity to promote learning. Peru
has about 21,500 primary multi-grade schools, 96% of which are located in rural areas.
In Sri Lanka, multi-grade schools tend to serve rural and plantation schools where children
from poor socio-economic backgrounds form the clientele. The existence of multi-grade schools
is explained as follows:
Decentralisation of education has resulted in a network of schools which reaches out to the
remotest areas of the country. However, due to low density of access and socio-economic
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parameters, which characterised under privileged groups, schools in some locations tend to be
small with low enrolments. In these schools, a single teacher has to manage a number of classes
which are often in the primary cycle, but sometimes the classes extend beyond primary (MEHE,
1986: Extract from Developing Multi-grade and Multilevel Teaching, Abhayadeva, 1989:1).
to those children who are disadvantaged by living in remote and difficult geographical areas. It is
also economical in terms of teachers, thus, suiting the situation in Vietnam where there is a
shortage of teachers. There are four types of schools in Vietnam, namely day schools, satellite
schools, boarding schools and semi-boarding schools. Satellite schools are multi-grade schools
which serve pupils from several villages where pupil numbers are too low to warrant one school
per village and too low to warrant one teacher per grade.
Multi-Grade Education
Multi-grade education is one of the measures instituted to realize the global commitment
of 164 UN members to make education available and accessible to all (United Nations Education
Scientific and Cultural Organization (2015). This school system is combining two to three grade
levels in one class because the enrollees are few and is often carried out in remote villages (Sabian,
2013). This school system is intended for children in far flung areas. Teachers go to the remote
Multi-grade teaching offers advantages aside from its main purpose of making education
accessible to the remote villages. Some of the benefits are opportunities for re-teaching becomes
real since teachers handle small number of pupils compared to regular schools; academic, physical,
and social competition between peers is reduced since cooperation is more emphasized rather than
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competition; older students have the opportunity to teach younger ones so they become more
responsible; longer time spent by the same teachers with students increases more trust,
understanding and positive relationships; and teachers could spend more time with the children
after classes since most teachers have to live in the place of their work over the period of classes
On the other hand, MGT has disadvantages. These include more discipline, greater
concentration, and more focus in order to benefit from peer teaching, group work and self-directed
learning; less reliance on direct supervision by teachers; requires more initiative and
resourcefulness to function effectively; and students may have less trained teachers who may not
fully transfer the basic literacy expectations from the students. In addition, preparation of 11 to 12
lesson plans a day, preparation of multi-level instructional materials, lack of college training and
background in the multi-grade classes, lack of seminars, trainings and workshops, lack of
appropriate incentives and proper recognition, lack of interest and positive attitudes of teachers
supervision of school heads, inadequate school facilities and supplies, location, status and
condition of the school site and lack of active parent and community participation are also
The strengths and weaknesses of MGT in Kalangala District, Uganda were analyzed. The
study found that low enrolment, fully sensitized key stakeholders, big-sized classrooms and an
adequate supply of teachers were favorable to the successful introduction of MGT in a school and
implementation guidelines and appropriate furniture for them to successfully implement MGT.
Furthermore, the study established that MGT has advantages over Mono-grade teaching but MGT
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has weaknesses in itself and in the way it was introduced; and that for perfect implementation,
MGT demands for both the capacity and will of all the stakeholders especially the teachers
(Miller, 2012). For success of MGT system, Hargreaves (2013) suggested needed training,
guidance that teachers must undergo adequate training. Moreover, Little (2014) also suggested that
knowledge of multi-grade teaching strategies is needed by all teachers and not simply those in
Several studies on MGT were also conducted in the Philippines, Ramos (2011), showed
that handling multi-grade classes was hardly manageable. Classrooms were sub-standard; school
furniture and textbooks were described not enough while school equipment and instructional tools
and devices were none at all. Pupils from Multi-grade classes excelled in mathematics and
performed fairly in other subjects. Fifty percent of the teachers had no seminar in Multi-grade
development were only satisfactory. No less than the Undersecretary of Education in the
Philippines, Armin Luistro promised that there will be investments on trainings for teachers,
curriculum planning and development, and preparation of learning materials (Ramos, 2011).
Another study by Polvorido (2011) recommended that for MGT to be successful, (1) a
formal form of a flexible/varied class program showing the modified sequence and time allotment
of learning areas should be utilized; (2) integrative of subjects must be provided across grade levels
considering the commonality in skills to be developed, on the integrative threads; (3) Multi-grade
Instructional Package [MIP] for multi-grade teachers and Self-Instructional Multi-Level Materials
[MLM] should be provided for multi-grade pupils; (4) in-Service Trainings for multi-grade
teachers and district supervisors / administrators in multi-grade program should be conducted for
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proper implementation and evaluation of such program; (5) Utilization of the Proposed Daily
Lesson Planning Program Form; (6) Specific curriculum for multi-grade classes; (7) Educational
institutions offering BEED courses should include in their curriculum specific training for such
multi-grade classes situation, also they should practically exposed to situation during their student
teaching internship; and (8) Additional compensation due to multi-grade classes should be given
priority attention and (9) allocation of items for Mastered teacher in multi-grade classes.
Multi-grade teaching in these countries has been used to overcome the problems of
graded teaching and with the belief that MGT can have the following positive outcomes:
• It utilizes the concept of monitoring and peer tutoring to assist the teachers.
In spite of the above positive outcomes and pedagogical benefits, some drawbacks are
• There is the possibility of low student achievement in MGT schools if MGT programmes
are not supported with required resources and properly trained teachers.
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• Teachers need intensive training with special focus on instructional materials.
• Students may receive less individual attention, and must often work independently.
Multi-grade Classroom
The multi-grade classroom can be more of a challenge than the single-grade classrooms.
Skills and behavior required of the teacher may be different, and coordinating activities can be
more difficult. A study of UNESCO in 2015 (Practical Tips in Teaching Multi-grade classes) cited
Ten Major lessons that are useful as a multi-grade teacher, in ensuring the best quality learning the
students: Understand the diversity and complexity of your students – by gender, age, family and
socio-economic background, language, ability, and special education needs – and see this diversity
not as a problem to be solved but as an opportunity to be used to produce better learning. (2.)
Personalize your teaching (and eventually your assessment methods) to respond to the different
backgrounds and learning styles/needs of each of your students. (3.) Make your classroom “child-
friendly”, especially for new students coming directly from their families to the school; this means
not only teaching what needs to be taught but also ensuring that the classroom is healthy,
welcoming, inclusive and protective of children of all different backgrounds and abilities and that
your teaching is sensitive and responsive to the needs of both boys and girls and promotes student
participation in the classroom. (4.) Adapt the standard national curriculum to both the local culture
and context and to your multi-grade situation. (5.) Be creative in Bour management of the multi-
grade classroom, arranging whole grades, mixed grades, large and small groups, pairs and space
for individual work. (6.) Be flexible in your use of time, moving from one kind of group to another
and balancing the attention you give to strong students acting as peer tutors and weaker students
needing extra attention. (7.) Be innovative in the development and reproduction of teaching and
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learning materials - use locally available resources and make them relevant to the local context
and culture. (8.) Use the students’ mother tongue as the medium of instruction, ensuring initial
literacy in that language (e.g. by Grade 3) and then, where appropriate, helping students transfer
the literacy skills in that language to the national language(s). (9.) Take advantage of whatever
resources there are around you to help you in your work – your principal/ head teacher, parents
and the local community, and other schools relatively close to your school which can form a cluster
and share useful experiences, materials and lesson plans. (10,) Master the other skills needed to
help a small, remote, often poor (and poorly-supported) school succeed. Multi-grade teaching is a
challenge in itself, but working with your teaching colleagues to make your small school “work”
requires other skills as well: making do with limited resources and trying to raise more; carrying
out a school self-assessment of its achievements and its needs and developing a school
improvement plan; mobilizing support from impoverished and often disempowered and
disinterested parents; and gaining the support of local community leaders – all of these are skills
Veenman (2015) work is another of the often-referenced studies conducted on the topic of
multiage education. Veenman’s work synthesized the research of 38 other studies into cognitive
and non-cogitative effects on the elementary school level. His data inclusion criteria consisted of
“only studies involving explicit comparison of multi-grade and multiage classes with a single-
grade and single-age classes” (p. 326). In addition his study met a number of methodological
criteria including experimental and control groups, standard measures of academic achievement,
comparability samples, duration of multiage grouping, normality of students sampled, same level
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The work of Mason and Burns (2016) is a counterpoint to Veenman’s publication. Mason
and Burns reviewed all the same studies as Veenman and came to a different conclusion based on
the contention he overlooked “selection bias, novelty effects, additional training, and other such
factors” (p. 309). Researchers looking for data and evidence regarding the multiage model are
best served reviewing the work of Veenman and Mason and Burns, which will be analyzed later
in this study most researchers and practitioners agree that successful strategies for multi-grade
teaching depend on adequate supplies of learning materials to support individual and group-based
learning. This enables teachers to spend time with some groups of learners while other learners
work alone, in pairs or in small groups. (p.16) Although having appropriate materials is imperative
for classroom success, the presence of them does not guarantee quality of learning. The materials
need to be high value and pertinent to the learning outcome. These materials are not a substitute
for effective teaching, but they do play a vital part in an integrated teaching strategy.
Teacher preparation is another vital area that needs to be properly addressed in order to
facilitate a successful multiage learning environment. According to Little’s (2014) study, multiage
teachers “generally have to rely on their training in the principles of diversity and differentiation
Schools across countries have initiated the strategy to observe, think and write, at first
individually then in groups. For MGT programmed learning materials in the form of students’
learning guide and additional reading materials are found to be important learning corners in the
four corners of the classroom and a small school library with about 100 books including
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dictionaries, reference books, children’s literature, books on rural development and health are
found standard facilities. Though work card and workbook strategy are highly used for teaching
in multi-grade situation, direct interaction with the children is reported to be the most effecting
Flexible promotion and intensive teacher training strategies are also important for MGT
situation. Both in-service and pre-service teacher-training practices are found important in
different countries. Three one-week in-service training for multi-grade teachers and several
follow-up workshops are very beneficial to the teachers teaching in MGT classes. Multi-grade
teaching components in teacher education courses and involvement of university faculty members
in teacher preparation for multi-grade teaching are adoptable experience useful for MGT strategy.
Similarly, organization of 1-5 curriculum into multi-grade curriculum with the production and use
of graded learning guides has proved to be helpful in different countries. Teaching practice in
mono-grade and multi-grade settings during training and teacher education programmes may
provide adequate exposure for multi-grade teachers. Teacher educators and supervisors are also
provided training in multi-grade teaching to develop their knowledge base in multi-grade teaching
(Neupane, 2014).
There are four (4) identified key instructional dimensions affecting successful multi-grade
teaching: 1.) Group strategically. This will encourage students of different backgrounds to include
each other in their work. You may then want to group students by age or grade for skill subjects
(such as reading and writing, arithmetic, and science) 2.) Prepare flexible and appropriate
materials. For grouping to be effective, materials and teaching must be varied and made
challenging to accommodate the learning needs of students with different levels of ability. Develop
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a variety of worksheets to be used with diverse groups in multi-grade classroom situations; these
could include teacher-guided activity sheets, group learning worksheets, individual practice
worksheets, and peer directed instruction sheets. 3.) Promote self-paced learning. While helping
students to perform activities together, at the same time ensure that they are allowed to move
through the curriculum at their own pace. This should help them achieve the set learning objectives
for each grade’s curriculum. 4.) Give extra attention to children with special education needs.
Ensure that students with disabilities, learning difficulties, and other needs can achieve milestones
as others do.
Multi-grade schools are often located in remote and difficult to reach areas. They may be
far from the educational center and receive little pedagogical support (Berry & Berry 2014). The
communities in which they are located may not see the value of education, and may speak a
different language to the official one of the school. For these reasons, it is essential that the
community be involved in the life of the school. Parents can be asked to come in to act as a
resource, the curriculum of the school might extend out into the community, or the community can
be asked to support the school in other ways. Multi-grade teachers should be trained in approaches
that help to develop relations between the school and the community.
Little (2014) paper prepared for the UNESCO 2015 EFA Monitoring Report described
multi-grade teaching often fail to indicate whether they have arisen through necessity or choice.
This is unfortunate since the conditions that give rise to learning and teaching in multi-grade
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settings will themselves have an impact on the quality of the teaching-learning transactions. For
example, if the numbers of learners per class group is very large, and teacher numbers few then
parents‟ and teacher demands will, understandably be for more teachers. A description of the
conditions in which multi-grade learning and teaching settings arise is not the same as a judgment
about the conditions under which multi-grade is desirable. For example, consider a primary school
in which 100 learners are spread across 6 grades. The local education authority deploys only one
teacher. This teacher has, of necessity, to engage in multi-grade teaching. Though necessary, multi-
grade teaching is not, in this case, desirable. In a second example the local authority deploys 3
teachers, spread across six grades of 100 learners. The school divides these into 3 class groups, of
around 33 per class, each spanning two grades of curriculum. Here, multi-grade teaching may be
goal of access and the Millennium Development Goals designed to combat poverty. For millions
of children worldwide the only type of school to which they will gain access, if they gain access
disproportionate numbers of multi-graded schools. To the extent that these children have a chance
of any schooling at all it is likely to mobile and multi-graded. (Aikman & el Haj, 2016).
Pratt (2016) reviewed 30 studies from the USA and Canada between 1983 to 2016. Multi-
grade classes spanned 2-3 years of age (Pratt, 2017). There was no general pattern in the
achievement results (usually, but not always, achievement in maths and reading). Learners in
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multi-grade classes showed higher achievement in maths and reading in ten studies, worse in five
and no difference in thirteen. Miller’s review of 21 studies in the USA confirmed the general
picture. Learners in multi-grade classes performed no better and no worse than students in
monograde classes. Veenman’s (2015) review of studies mainly from OECD countries
distinguished achievement results in different types of mono and multi-grade class – (i) multi-
grade, formed of necessity, from imbalanced or inadequate enrolments; (ii) single-grade and (iii)
to suggest that learning in multi-grade or multi-age classes was inferior to that in monograde
classes. Mason and Burns (2017) confirmed the general picture of no consistent cognitive
achievement differences.
Pratt (2016) identified 15 studies that addressed, variously, children’s friendships, self-
concepts, altruism and attitude to school. Overall, he claimed that the socio-emotional
compared with learners in mono-grade groups, a conclusion confirmed in Miller’s (2016) review
of 21 studies. And in her review of studies from the US and UK, Ford (2017) reports positive and
negative findings on the reduction of anxiety levels, the maturity of friendship patterns and on
personal and social adjustment and positive findings on self-concept, self-esteem, and attitudes to
school.
Several studies focus on teachers’ perceptions of the benefits for students of learning in
multi-grade settings. A UNESCO/APEID study (2009) collated perceptions about the benefits of
multi-grade teaching from educators in twelve countries in the Asia and Pacific Region. These
included: a.); Learners develop self-study skills; b.) Learners cooperate across age groups,
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resulting in collective ethics, concern and responsibility; c.) Learners help each other; d.)Teachers
can organize both remediation and enrichment activities for low and high achievers respectively
A recent study of 47 multi-grade teachers and head teachers in an inner city area of London,
(Berry & Little, 2017). The most commonly mentioned (24/47) was the opportunity for „cognitive
stretching‟ of the younger, less able and lower achieving learners, expressed variously by teachers
emulating‟. The second most commonly mentioned (13/47) was the opportunity for the use of peer
tutoring learning strategies. While such strategies are not unique to multi-grade classes, the
strategy appears to work particularly well in the multi-grade class. Unlike cognitive stretching,
which was considered a benefit mainly for the less able, the lower achieving and the younger
learner, peer tutoring was perceived to benefit all pupils, cognitively, socially and personally. More
able, higher achieving and older learners „cement‟ their learning through teaching and helping
others. The less able, lower achieving and younger learners look up to and learn from others. A
third commonly mentioned opportunity (12/47) was „behavior stretching‟, or the opportunity for
younger learners to learn appropriate social behaviors from the role models offered by older
learners.
Alongside the perceived benefits for learners must be noted the perceived challenges posed
by the multi-grade classroom for teachers. In the study of multi-grade teachers in London these
included: a.) the age-graded structure of the National Curriculum and the associated expectations
pupils in those multi-grade classes where learners have been assigned on criteria other than ability
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homogeneity (14/47 ); c.) the pressure to prepare one group of learners within the multi-grade class
for critical public assessments (11/47) (in this case, Key Stage Tests for Years 2 and 6)
In the Peruvian Amazon multi-grade teachers perceive the monograde class as the desirable
norm; the multi-grade as the „second class‟ necessity. Teachers feel unprepared to work in multi-
grade classrooms, judge that children don’t „get the same‟ as in monograde classrooms and report
that they have insufficient educational materials to support learning in the multi-grade classroom.
The isolated and isolating conditions of work and the poverty of the communities served by multi-
grade schools reinforce teachers‟ negative attitude to the school (Ames, 2014).
Little (2014) made a study on Learning and Teaching Multi-grade Setting. The study
revealed that there is some evidence that learners in multi-grade setting may be at an advantage,
in terms of social and personal learning, over those in monograde settings; and at no disadvantage
cognitively.
eight developing nations (India, Korea, Maldives, Nepal, Thailand, Philippines, Sri Lanka, and
Indonesia), and the United States[16]. Based on information about the perceptions of multi-grade
instruction of principals and teachers, the following issues are emphasized: (1) teachers need
special methods and must be well organized to teach; (2) teachers should be trained to teach multi-
grade classrooms; (3) teachers should be prepared to use cross-age tutoring; (4) social studies and
science instruction need special adaptations; (5) there is a need for teaching materials; (6) there is
a need for individualized teaching; and (7) incentive should be provided for multi-grade teachers.
Typically found in rural areas, multi-grade classes range from one-room schools spanning five or
more grades, to more typical elementary schools with combination classes of two grade levels.
Studies of instruction in multi-grade classrooms across rural America reveal that teachers use
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various methods to juggle the wide levels of student needs. Six key variables affecting successful
multi-grade teaching identified in the research were: (1) classroom organization that facilitates
student learning, independence, and interdependence; (2) classroom management and discipline
that emphasize student responsibility for their own learning; (3) instructional organization and
curriculum that allow for a maximum of cooperative and self-directed student learning; (4)
instructional delivery and grouping that improve the quality of instruction; (5) self-directed
associated with multi-grade instruction. The data indicated that teachers lack management and
organizational strategies for multi-grade teaching. Effective multi-grade teaching involves the use
education and assessment are necessary components of an integrated strategy for teaching and
learning. Surrounding these strategies is the need for national policies (for curriculum, materials,
teacher education and assessment) that recognize, legitimate and support learners and teachers in
multi-grade settings.
The natural varied composition of a multilevel classroom has specific advantages for
learners:
Multilevel programming recognizes that each student is at a different stage of learning and
focuses on the developmental stage of the learner; of necessity, the focus moves to individual
learning along a continuum; b.) Multilevel classrooms provide opportunities for students to gain
self-knowledge as they interact with older and younger peers; c.) Multilevel classrooms allow for
continuous progress. All learners can be challenged. d.) Multilevel classrooms provide students
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Theoretical Framework of the Study
The study is guided by the theory of multi-grade teaching. It occurs in primary education
when a teacher has two teach two or more primary school student grades in the same class. More
general term and probably more accurate is that multi-grade teaching refers to the teaching of
students of different ages, grades and abilities in the same group. The multi-grade class structure
classes, "double" classes, "split" classes, "mixed-age" classes, "vertically grouped" classes,
small number of teachers try to be effective in their educational work while dealing simultaneously
with a number of pupils of different ages, educational levels and needs. It follows that for children
to learn effectively in multi-grade environments; teachers need to be well trained, well resourced,
and able to meet highly demanding teaching tasks and to hold positive attitudes to multi-grade
teaching.
Multi-grade classrooms ought to be taken seriously into account since such schools are
considered to play important role on providing access to education for all in remote, isolated and
underdeveloped rural areas. Such schools are more than a reality in primary education and very
common educational form in problematic rural areas, sparsely inhabited regions and urban areas
with adverse social conditions. In such areas multi-grade schools not only aim to give enrolment
and continuous attendance in school environments, but also to provide knowledge and pedagogy
In most of the cases the multi-grade school is the only viable school formation in rural
environment and the effort should be focused on improving the teaching and learning conditions
in this school formation. Multi-grade teaching is presented as a powerful pedagogical tool for
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promoting independent and individualized learning. This kinds of teaching and learning seem to
have great advantages since the teaching programme is adjusted to the specific needs of the
individual student and thus contributes to better learning outcomes. Multi-grade school provide
the best test bench for research and investigation of the usefulness of individualised teaching since
personalised education is a basis that gives solutions at the multi-grade setting and thus is widely
adopted.
Multi-grade schools have potential and play important role as educational units in
underserved rural areas. In addition multi-grade schools could present good teaching and learning
practices useful and applicable in all kind of schools and classrooms. The unfortunate reality is
though that these schools form the most neglected part of the education system. National
educational authorities, ministries of education and pedagogical institutions most of the times do
not take into account or recognize or consider important the differentiation on the teaching and
learning conditions in the multi-grade environment. The formation of the school in multi-grade
classrooms is in most cases considered as a "necessary evil" situation that is adopted just to fulfil
the obligation of the official state for providing education for all. As far as this is the main goal of
the state, to fulfil an obligation, then much less attention is paid to provide quality education or to
support the specialized needs of the teachers working multi-grade schools. Due to the geographical
oddities, the socio-economic peculiarities and the lack of adequate school infrastructure and
personnel, these schools still remain at the education's world cut off.
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Research Paradigm
Input Process Output
Figure 1 illustrates the paradigm of the whole study following the IPO format. The inputs
are what the study survey such as the profile of the Multi-grade teachers in the Schools Division
number of years handling multi-grade classes, type of multi-grade classes handled, number of
multi-grade classes handled, and type training attended related to multi-grade teaching. The
process includes the methods on how to collect data such as identification and documentation of
the profile, challenges, and effectiveness of the challenges encountered of the Multi-grade teachers
using validated questionnaire. Results will be presented in table, analyze, and interpreted.
Furthermore, results will yield to craft a policy regarding the enhancement of the profile and ways
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to address the challenges encountered by the Multi-grade teachers in the Schools Division of
Marinduque.
Research Hypothesis
There is no significant relationship between the profile and the challenges encountered by
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Chapter 3
METHODOLOGY
This chapter presents the methods of research such as the research design, the research
locale, the population and sampling, the respondents of the study, the research instrument, the data
gathering procedure, and the data analysis or statistical treatment of the study.
Research Design
The researcher will make use of the descriptive quantitative method of research. It is
descriptive since the researcher will describe, document, tabulated, analyze and interpreted the
results of the descriptive survey related to multi-grade teaching. The researcher will use this
strategy because of the nature of the study which is meant to identify and describe profile and
Research Locale
The study will be conducted in the Schools Division of Marinduque, specifically in the
nine districts namely: Boac North, Boac South, Buenavista, Gasan, Mogpog, Santa Cruz East,
Santa Cruz North, Santa Cruz South, and Torrijos where the 55 schools that offer multi-grade
The study will make use of total enumeration sampling in getting the respondents of the
study. Total enumeration is best suited in this study since it covers all the population of the multi-
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Research Instrument
Checklist will be the primary instrument in collecting the data. This is will be subject for
validation of some research experts before its administration and distribution to the respondents.
It will contain three parts. Part 1 will be about the identification and documentation of the profile
of the multi-grade teachers in the Schools Division of Marinduqe. Part 2 will be the assessment
of the challenges encountered by the multi-grade teachers. And Part 3 will be the assessment of
the effectiveness of the challenges provided to address the challenges encountered by the
respondents.
Several steps will be undertaken in gathering first-hand information from the respondents.
First, permission to conduct the study will be sought from the Schools Division Superintendent.
Second, upon approval, the permit granted will be hand-carry to the Public Schools District
Supervisors for their approval to administer and distribute the validated checklist to the multi-
grade teachers in their respective districts. Third, there will be a short orientation with the
respondents to explain the reasons for conducting the research and to ensure the confidentiality of
their responses. Finally, is the retrieval of the checklist questionnaire. It will be personally
retrieved by the researcher to ensure that all questionnaires are retrieved and to ensure that
Some statistical treatment will be employed to process the data. For question no. 1,
descriptive statistics such as frequency count and percentage will be used to describe and identify
the profile of the multi-grade teachers in the Schools Division of Mariduque. In terms of question
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no.2, mean, weighted mean, and ranking will be used. As to question no. 3, it will employ mean
and ranking. Modified Likert scale will be used to interpret the mean results such as: 5 for Highly
Effective, 4 for Effective, 3 for Moderately Effective, 2 for Somewhat Effective, and 1 for not
effective.
In addition, it will employ t-test to test the significant relationship of the variables tested in
the research.
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