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Elective 1 Chapter 6 Lesson 1

The document discusses research on the impact of multigrade teaching on student learning outcomes. Several studies found no significant differences in cognitive and non-cognitive outcomes between students in multigrade and single-grade classrooms. Additionally, multigrade students may perform better in some subjects like reading. Effective implementation of multigrade programs requires adequate teacher training, resources, and administrative support. Further research is still needed to fully understand how to improve multigrade teaching.

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495 views15 pages

Elective 1 Chapter 6 Lesson 1

The document discusses research on the impact of multigrade teaching on student learning outcomes. Several studies found no significant differences in cognitive and non-cognitive outcomes between students in multigrade and single-grade classrooms. Additionally, multigrade students may perform better in some subjects like reading. Effective implementation of multigrade programs requires adequate teacher training, resources, and administrative support. Further research is still needed to fully understand how to improve multigrade teaching.

Uploaded by

Naughty or Nice
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Impact of Multigrade Teaching on Students’

Learning
• The cognitive and non-cognitive outcomes
in the monograde and the multigrade
classes have no significant differences.
• Students in the multigrade classroom did
not do any better than those in monograde
classroom as to their self-concept and
attitude towards studies. (Veenman 1995,
and Mason and Burns 1997) 2
Impact of Multigrade Teaching on Students’
Learning
• 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. 3
Impact of Multigrade Teaching on Students’
Learning
• 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.
4
Impact of Multigrade Teaching on Students’
Learning
• Multigrade students have better performance in
reading than the monograde students (Little 2006).

• 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. (Kivunja and
Sims 2015) 5
Issues in Multigrade Classes
(Tomas, C. & Shaw, C., 1992)
• 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 program
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. 6
Issues in Multigrade Classes
(Miller, B., 1991)

• Teachers need special teaching


strategies and must be well-prepared to
teach;
• Teachers should have adequate training
in teaching multigrade;
• Teachers should be ready to apply cross-
age tutoring when necessary;
7
Issues in Multigrade Classes
(Miller, B., 1991)
• Social studies and science instruction
need special adaptations;
• Teaching materials should be made
available for teachers;
• Individualized instruction should be used;
and
• Multigrade teachers should receive
incentives. 8
Challenges Faced by Educators in Multigrade Classes
(Veenman 1996)
1) The efficient utilization of time for
instruction;
2) The design of effective instruction;
3) Classroom Management
4) The organization of independent practice
or learning; and
5) The formulation of clear and mutually
agreed-upon goals. 9
Issues in the Implementation of Multigrade Program
( SEAMEO INNOTECH 2020)

• Teachers have to perform several


functions.
• School administrators have insufficient
instructional support.
• There is no system for monitoring and
evaluation of a multigrade program.
10
Components of Successful
Multigrade Teaching
• Classroom organization that promotes learning,
independence and interdependence among
students;
• Classroom management and discipline that
strengthen student accountability for their own
learning;
• Curriculum and instructional organization that
permit a maximum of collaborative and self-
directed student learning;
11
Components of Successful
Multigrade Teaching
• Instructional delivery that enhances the
quality of instruction;
• Self-directed learning strategies that
promote self-confidence, perseverance
and initiative; and
• Peer tutoring which creates more
opportunities to learn.
12
Contributing Factors to Successful
Implementation of Multigrade Program

• Applying innovative instructional


strategies for multigrade classes;
• Utilizing authentic assessments;
• Enabling school leadership;
• Encouraging strong parental and
community support; and,
• Strengthening teachers’ commitment.
13
CONCLUSION
Given the limited resources for
education and little support to educators,
research needs to be undertaken and
success stories of existing multigrade
programs should be shared in order to
improve the quality of multigrade teaching
while avoiding costly mistakes.

14
Thank You!
15

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