TEACHING
MULTIGRADE
CLASSES
(ELECT.
1)
LLEGADO, FERNANDEZ AND
REPORTERS: PACTO
TOPIC
CHAPTER 6: LESSON
1
Research and Partnership
in Multigrade Teaching
INTRODUCTION
Multigrade teaching has been a subject of several
researches. According to SEAMEO INNOTECH (2020), it
has been existing in global literature since the 1990s.
The findings of these studies provide deeper
understanding in life in multigrade classrooms. At
present, both qualitative and quantitative studies in
multigrade classrooms are becoming popular where
both deal with a variety of issues discussed in the
succeeding pages.
IMPACT OF MULTIGRADE TEACHING ON
STUDENTS’ LEARNING
Most of the early studies on multigrade teaching focus on its
effect on the learning of students. Veenman (1995) and Mason
and Burns (1997) conducted comprehensive analyses of studies
from different countries on the impact of multigrade teaching on
students. As reported by Veenman (1995), the cognitive and non-
cognitive outcomes in the monograde and multigrade classes
have no significant differences. Moreover, he revealed that
students in the multigrade classroom did not do any better than
those in monograde classroom as to their self-concept and
attitude towards studies. Similar findings were shown in the
review of Mason and Burn's (1997).
IMPACT OF MULTIGRADE TEACHING
ON STUDENTS’ LEARNING
Another study revealed that although the multigrade program had
no substantial influence on student outcomes as measured by
attendance and academic achievement, it did have a perceived
advantage on the students' psychosocial aspects (Proehl et al.,
2013). Multigrade students are more likely to encourage and
support their peers. On the other hand, in the study of Berry
(2001), it was found out that at the culminating phase of primary
education, multigrade students score better on achievement tests
than those who are in monograde classrooms. This supports the
research findings of Funtua (2015) that there is a difference
between the academic achievements of students in monograde
and multigrade classes. Another study discerned that some
multigrade students have better performance in reading than the
monograde students (Little 2006).
IMPACT OF MULTIGRADE TEACHING
ON STUDENTS’ LEARNING
As you have observed, different studies arrived at opposing
findings as to the impact of multigrade teaching on student's
performance. This disparity in the findings may be due to the
different variables taken into consideration when the studies were
conducted, as well as the condition of the participating multigrade
classes. According to Kivunja & Sims (2015), the effect of
multigrade teaching on the learning outcomes of students can be
associated with the assumption that when multigrade is
introduced as a strategic pedagogical option and is well-
resourced, results may be better than when it is offered out of
desperation and is under-resourced.
ISSUES IN MILTIGRADE
CLASSES
One of the earliest studies on multigrade teaching was the "Issues
in the Development of Multigrade Schools" by Christopher Thomas
and Christopher Shaw. Their study revealed the key factors to be
taken into account in supporting multigrade classes (Tomas, C. &
Shaw C., 1992). They are given below:
• Effective teaching strategies have to be utilized in order for
multigrade schools to operate properly.
• Teachers need sufficient materials and resources such as but not
limited to textbooks and programmed learning materials.
• Support networks should be established among teachers.
• Pilot multigrade programs must have support from the national
level, such as financial support and active participation of key
multigrade advocates.
Another literature from the early 1990s was the "Review of the
Qualitative Research on Multigrade Instruction" by Bruce Miller.
Research studies on multigrade teaching in various countries around
the globe were reviewed in this paper. This review reflects the issues
arising from the perceptions of principals and teachers on
multigrade instruction such as (Miller, B., 1991):
• Teachers need special teaching strategies and must be well-
prepared to teach;
• Teachers should have adequate training inteaching multigrade;
• Teachers should be ready to apply cross-age tutoring when
necessary;
• Social studies and science instructor need special adaptation;
• Individualized instruction should be used and;
• Multigrade teachers should receive incentives.
Likewise, Veenman (1996) concluded in his research that the
challenges faced by educators in multigrade classes are focused
around five areas.
the efficient utilization of time for instruction;
the design of effective instruction;
classroom management;
the organization of independent practice or learning; and
the formulation of clear and mutually agreed-upon goals.
A recent literature from SEAMEO INNOTECH (2020) discussed the following as
issues in the implementation of Multigrade Program in the Philippines:
• Teachers have to perform several functions.
• School administrators have insufficient instructional support.
• There is no system for monitoring and evaluation of a multigrade program.
Components of Successful Multigrade Teaching
There are researches that focus on identifying the components of successful
multigrade instruction. This includes the study of Miller (1991) which
identified six key factors influencing successful multigrade teaching:
Share Your
Thoughts:
“No research without action, no
action without research”
- Kurt Lewin