ASSESSING THE 21ST CENTURY SKILL OF LEARNERS IN

MULTIGRADE CLASSES

An Undergraduate Research

Presented to the Faculty of the Department of Teacher Education

UM Digos College Digos City

In Partial Fulfilment for the Subject (

Submitted By:

Submitted To:
 CHAPTER I

PROBLEM AND ITS SETTINGS

Introduction

Learning, teaching, and curricula in all systems of formal education are

focused on age-specific classes of learners meeting curriculum grades

sequentially at the turn of the twenty-first century. It hasn't always been like

this. ‘The age-segregated society we live in is mainly a result of the last two

centuries' (Pratt, 1986:111). Multi-grade education presents a learning

challenge. Millions of students are taught by teachers who are in charge of

two or more school grades/years at any given time. These are the unseen

multi-grade teachers who struggle to provide learning experiences for all

students under the constraints of curriculum and teacher education. Learning

and teaching in multi-graded settings is embraced as the pedagogy of choice

in some parts of the world, providing equal, and often superior, learning

opportunities. Multi-grade instruction allows students to learn more effectively.

Multi-grade teaching schools are the most underappreciated aspect of the

global education system.

Multi-grade teaching must be recognized as an effective policy choice

for ensuring access to education for learners in remote areas and given the

attention it deserves. However, for teachers and other stakeholders in

educational reform efforts, achieving excellence in teaching and learning in

rural settings remains a challenge.

 There are compelling reasons for educators to seek out ways to

improve student achievement. Higher educational achievement leads to more

favourable life and job prospects. The more schooling a person gets, the more

options he or she has, and the less likely they are to end up in a dead-end job

or enter the ranks of the under or unemployable. Learning, teaching, and

curricula in all systems of multi-grade teaching faced numerous obstacles at

the turn of the twenty-first century, both in terms of complexity and effect on

our educational system. Individual differences among students in multi-grade

classes are also a major challenge for teachers in the twenty-first century.

Compliance and conformity were emphasized over innovation in

twentieth-century education; two skills that were needed to succeed in a

professional or corporate environment and to keep a successful job for

decades. While compliance and adherence have become obsolete, they

remain important principles in many schools, guiding policy even when they

are not explicitly promoted to students. Rural areas have lower educational

participation for a variety of reasons. On the demand side, children in rural

areas could be less interested in going to school. For starters, in rural areas,

the opportunity costs of attending school are often higher (Lockheed and

Verspoor, 1991, p158).

Giving students the skills they need to excel in this new world, as well

as helping them gain the courage to practice those skills, is at the heart of a

21st-century education. With so much knowledge at their fingertips, 21st

century skills concentrate on making sense of it, sharing it, and putting it to

good use. With poor educational system in far long rural areas; the need to

assess the 21st century skills of students who were affected or involved in
multi-grade class is necessary. This research paper aims to assess the skills

of students who are a product of multi-grade class.

Statement of the Problem

1. What are different skills a student acquired in a multi-grade class?

2. Is there a significant difference between the academic performance of

a student in a multi-grade class and normal class?

3. How can one’s learning be affected in multi-grade class?

Scope and Delimitation

This research paper gathered data through interview. Due to the

pandemic, there are standard protocol which is ought to be consider in

gathering data through interviews. The researchers opted to layout options

such as face-to-face interview or online gathering of data such as chats, calls,

video calls, etc. The study respondents of this paper are those students who

are products of multi-grade classes. The researchers preferred the students

who already have experienced the multi-grade classes and not those who are

currently experiencing it for they can explain better and assess more the

effect of multi-grade class in learning during the 21 st century. The researchers

limit the respondents to 3 students.

Review of Related Literature

Challenges in Multi-Grade Class

Teaching that is organized and based on the individual learning needs

of each student in a class is effective. This is the most challenging challenge

that teachers face, particularly given the wide variety of needs and abilities

that can be found in a typical classroom. It necessitates that teachers have a

thorough understanding of how children learn as well as well-established

classroom routines, structures, coordination, and management of groups.

Various challenges can arise in multigrade, one of which is the

multigrade teacher's training package. Time management, developing

teaching skills, preparing and organizing teaching learning materials, and

organizing art and cultural events are examples of these aspects. Teachers

who are assigned to several grades should be those who are most eager to

teach. Principals and teachers should be given assistance and knowledge

about effective groupings, classroom structure, instructional methods, and

curriculum adjustment.

Different learning styles are respected in a multigrade classroom.

Teachers create a positive learning environment in which students feel

accomplished, develop positive self-concepts, and are considerate of others.

There is always time to acknowledge that a child's social and emotional needs

are just as important as his or her academic requirements. When students

work at their own pace and understand that everyone should be able to do the

same thing at the same time, they feel accomplished.

 Each child is recognized where he or she is in the developmental

learning process. For each boy, the teacher takes time to analyze, evaluate,

and prepare next steps. Separate subjects are replaced by an integrated

program in which children participate in meaningful activities that discuss

ideas and issues that are important and meaningful to their lives. There is

some rivalry in a classroom where all of the children are studying at different

rates and are not all the same age. Students strengthen their own

comprehension of awareness, skills, and behaviors by assisting one another.

When the children learn about their work in progress, they are encouraged to

engage in conversation.  Multigrade classrooms take the focus of meeting the

needs of the whole group of learners instead meet the needs of each

individual student.

Teachers may also believe that there are fewer prospects for

professional development in rural areas. Access to higher education is better

in urban areas (Hedges, 2000). Teachers in rural areas are often less likely to

participate in other developmental programs, such as national consultations or

representative organizations. Teachers in rural areas may find it much more

difficult to obtain their entitlements from regional educational administrations,

often to the point of having to overcome barriers or dealing with official

corruption.

Support from Family

During busy times of the agricultural year, such as harvest, many rural

households depend on their children for assistance. Schools are typically

structured to adhere to a strict timetable; both in terms of daytime and term

times, and children are often expected to attend school during busy periods in

the agricultural calendar (Taylor and Mulhall, 2001, p.136).

Parents in rural areas are more likely to have a lower level of education and

place a lower emphasis on education. A rigid curriculum, often designed for a

context (and often culture) far removed from that of rural areas, may

exacerbate the perception of schooling's lack of relevance. Local examples

are rarely used in the curriculum in rural schools, or to link the curriculum to

local needs (Taylor and Mulhall, 2001).

Even if parents value education, they may be unable to assist their

children in learning. Parents in rural areas are less likely to have received an

education, and therefore are less able to support their children. Because of

their own lack of experience, some parents say they are afraid to discuss

school topics with their children. Furthermore, rural homes are often ill-

equipped to meet the educational needs of children, and also lack basic

amenities such as electricity (Taylor and Mulhall, 2001).

In conclusion, rural children may be considered more difficult to teach.

They are more likely to have less parental incentives to attend school and

more alternative demands on their attention, such as assisting with

agricultural tasks. When they go to school, they may find the curriculum to be

less important to their lives, and the home atmosphere to be less supportive

of their learning.
What the 21st Century Needs

In the twenty-first century, schools must prioritize achieving high

student achievement. However, considering current policies and structures,

closing the learning gap and ensuring that all students meet high expectations

would not be possible. All students should have access to a quality education

system that meets their needs. The multi-grade instructor must be well-

organized and devote a significant amount of time to planning. Educators will

learn a lot about classroom management and instructional organization from

these instructors. The multi-grade classroom is a place where routines are

well-established and adhered to. Students learn to work independently or in

small groups to become self-directed learners. They must also be able to

assist others and act as role models for others. Often, a welcoming, family-like

environment must be created, with a strong emphasis on cooperation and

solidarity among all students. A multigrade instructor will be unable to handle

the wide range of student needs without these components.

Furthermore, the situation is exacerbated by the untimely transfers of

multigrade qualified teachers. Government efforts to establish advanced

training programs for multigrade teachers, as well as clear selection and

staffing policies for multigrade teachers, will significantly improve the situation

(Gibson, 1994). The public sector must play an active and constructive role if

multigrade settings are to function effectively and efficiently. Otherwise, the

multigrade setting will continue to operate in the conventional manner, with

students receiving insufficient attention and learning atmosphere due to a lack

of teachers and space. As a result, the children in this situation will advance to

higher classes without a strong history, which will have an impact on their
entire future, and instead of becoming a productive member of their families

and our country, they will become an additional burden.

 CHAPTER II

METHODOLOGY

Research Design

In this research paper, the researchers used a qualitative research

design. To understand ideas, thoughts, or perceptions, qualitative research

includes gathering and evaluating non-numerical data (e.g., text, video, or

audio). It can be used to gain in-depth understanding of an issue or to

generate new research ideas. Quantitative research includes gathering and

evaluating numerical data for statistical analysis, whereas qualitative research

does not. In the humanities and social sciences, qualitative analysis is widely

used in topics such as anthropology, sociology, education, health sciences,

history, and so on. The researchers believed that through qualitative research

design, a better exploration and assessment of results can be made for they

are thoroughly investigating the answers and responses of the respondents.

Research Instrument

In order to fully answer the research questions, the researcher’s

prepared a self-made interview questionnaire which is fit for the study. The

researchers then on interview the participants who had given the consent to

take part in the research study.

Research Respondents/Participants

The research respondents of this study are those students who are

already a product of multi-grade class. The researchers believe that they can

give more detailed explanation about the phenomenon rather than those who

are still on their multi-grade class. The study limits the respondents to 3

people/students to take part in this study.

Data Gathering Procedure

In the conduct of the study, the following steps were undertaken:

1) Permission to Conduct the Study. In the gathering of data, the

researchers send a letter duly signed by the research adviser, favourably

endorsing to the office of the Dean of College and the research coordinator to

allow the researchers to conduct the study through an interview. The letter

states the researcher’s intention and purpose for conducting the study.

2) Administration and Retrieval of the Instruments. After asking for

permission, the researchers then conducted the interview to the 3

respondents who were asked for consent to participate in the interview.

3) Collecting and Processing of the Data. After the retrieval of the data

collected from the interview conducted, data was analysed and researchers

processed the results.

4) Interpretation and Analysis of Data. When the data is obtained and

analysed, the said data were interpreted based on the study’s purpose. The

researchers formulate the summary and recommendations.

Data Analysis

To analyse the gathered data for this study, the researchers used

thematic analysis. Thematic analysis is a tool for analyzing qualitative data

that involves scanning a data set for repetitive trends, analyzing them, and

reporting them (Braun and Clarke 2006). It is a method for representing data,

but it also involves interpretation in the selection of codes and the creation of

themes. The ability to be used within a broad variety of theoretical and

epistemological contexts, as well as to be extended to a wide range of

research problems, designs, and sample sizes, is a distinguishing feature of

thematic analysis. Thematic analysis is a powerful but versatile tool for

evaluating qualitative data that can be applied to a wide range of paradigmatic

or epistemological perspectives.
 QUESTIONNAIRE

ASSESSING THE 21ST CENTURY SKILL OF LEARNERS IN

MULTIGRADE CLASSES

Research Questionnaire

1. What are different skills a student acquired in a multi-grade

class?

2. Is there a significant difference between the academic

performance of a student in a multi-grade class and normal

class?

3. How can one’s learning be affected in multi-grade class?

Research Questions Guide Questions

1.1 What are the skills you acquired in a
multi-grade class?
1. What are different skills a student 1.2 How did you cope up with learning in

acquired in a multi-grade class? a multi-grade class?

1.3 In what ways did you required
additional skills in multi-grade class?
2.1 In your own view, is multi-grade
2. Is there a significant difference classes is more advantageous or
disadvantageous?
between the academic performance
2.2 What is the difference between
of a student in a multi-grade class normal class and multi-grade class?
2.3 IS there a difference in academic
and normal class?
performance while you are in a multi-grade
class and in a normal class?

3. How can one’s learning be

3.1 In what way does multi-grade class
 negatively affect your learning?

3.2 In what way does multi-grade class

positively affect your learning?
affected in multi-grade class?
3.3 Have you develop more skills in 21st
learning while in multi-grade class or in
normal class? Explain.
 CHAPTER III

RESULTS AND DISCUSSION

In this section, the researchers present the results of the data gathered.

21st Century Skills of Multi-Grade Students

Gregarious. In a normal class, it is to be expected that students can

require certain skills while learning. However, in a multi-grade class, in which

students are place in an environment where their classmates are not with the

same levels as them, there could be some problem. As interviewing multi-

grade students, they have stated that they have acquired great

communication skills while they are learning.

Isa guro sa akong natun-an ug taman while nagskwela kos multi-grade

kay need nimo ug communication skills. Dapat kaya nimo mu-communicate

sa imong mga classmate nga dili ka maulaw arun naa mo’y cooperation

especially if nay group task. If wala man gud kay communication skills or

kung maulaw ka sa imong mga classmate or even sa imong maestra,

maglisod jud kag tuon ug tarong (Respondent 3).

Although this skill can also be developed in mono-grade class, it is

more valuable in multi-grade class in order for students to fully interact with

their peers and to acquire more knowledge from their teacher as well.

At first jud lisod kayo kay ulawon kaayo ko nga pagkabata unya dili jud

nako kaya makipag-istorya nga ako ang mu-approach ug una. Pero

nagkadugay sa klase nakita nako ug unsa ka importante nga mag-

communicate sa maestra ug dili ka kasabot sa lesson para ma guide ka unya

need sad nimo makipag-communicate sa imong mga classmate para naa kay

kauban or kadula (Respondent 1).

Having great communication skills is not only needed inside a

classroom but throughout your journey to adulthood. If one has great

communication skills, then they can go to places without being too scared not

to be able to interact with people and enjoy their journey. Teaching children to

communicate and develop such skill is one thing these respondents have

acquired in multi-grade class.

Significant Relationship between Multi-Grade Class and Normal Class

Exigent. In nature, exigent is defined as being pressured upon and/or

demanding. Multi-grade students define as exigent or demanding as they

were asked to differentiate normal class and multi-grade classes. In multi-

grade class, teachers’ attention is torn between two or more grade level. Due

to this, multi-grade teachers allow more adjustments for students and allot

time for them to understand the lesson. Unlike in normal class where the

focus of the teachers is solely on one section and one grade level, they can

give their whole attention to the class, thus, putting more pressure to students

to achieve more and faster.

Tungod pod guro kay ilahang atensyon naa ra sa amoa nga isa ka

grade level, mas taas silag (mono-grade teachers) standards sa mga

students. Dili parehas sa multi-grade class nga hatagan kag taas nga

panahon para mu adjust. Oo ma pressure gud gihapon ka sa multi-grade nga

klase pero mas grabi ang pressure nga ma feel nimo sa mono-grade class

(Respondent 2).

For students who want to learn and go to school, being pressure in

school may take a toll on them. Putting pressure on students to perform well

may result for them to perform more poorly than what they are already

exhibiting. However, Respondent 3 testifies that it is the same in both

environments.

Siguro tungod kay bata pa ko ato nga time maong same pressure ang

akoang nadawat sa 2 ka class. Tanan man gud siguro nga maestra

mubutang jud ug standards sa kung unsay dapat maabot o matun-an sa bata.

Same man pod nga mag-adjust ka pero mas taas kag adjustment period sa

multi-grade class kaysa sa normal class kung asa mas maka vibes nimo

imong mga classmate kay kaedad ra man nimo (Respondent 3).

Some students make take pressure from peers as a stepping stone in

order for them to improve but apparently that doesn’t work for all students.

This pressure resulted for them to learn skills in both multi-grade class and

normal class. Respondents agreed that they have experienced pressures

from both classes mentioned which resulted to the emerged theme.

Effect of Multi-Grade Class to Student’s Learning

Motivating. Unlike other people, instead of dwelling with the pressure

of doing well in class, the respondents considered these pressures in multi-

grade class as motivation in order to do great. It is one of the effects of multi-

grade class to the respondents.

Sa akoa lang pod siguro to nga mas nag strive ko nga mag exceed pa

sa ilang standards. Naningkamot kog taman nga makatuon para pod sa

akong kaugalingon. Nahuman ang klase nga ako’y top 1 sa klase. Daghan

kog natun-an tungod sa multi-grade parehos sa pag-adapt sa kausaban sa

palibot, pakighalubilo sa mga tao nga bag-o ra nako nakaila, makig-

collaborate sa akong mga classmate. Kana tanan pwede sad tun-an sa

normal class pero guro mas lahi lang ug impact ang multi-grade class

(Respondent 2).

In such times where people still can find silver lining in difficult times

really shows how resilient they are. These multi-grade students were

challenged in a difficult educational environment and yet they still show skills

and character development during this drastic time. Motivation is only one of

the effects of multi-grade class to these respondents and there are still a lot

more. Them developing skills only shows that even if multi-grade class are

facing difficulty, students can still learn and develop 21 st century skills.
 CHAPTER IV

RECOMMENDATIONS

SUMMARY

The need to assess skills developed by multi-grade learners have been

essential to the researchers as they want to seek for how multi-grade students

develop 21st century skills in a classroom environment where there are two or

more grade levels present.

Based on the results, the emerged theme gregarious implicates that

through multi-grade class, learners develop communication skills which made

them sociable and gregarious to people. These communication skills allow

them to prosper more in class and perform academically well.

Results show that in both normal class and multi-grade class, students

are pressured to do well. They have to adjust with the pressure given to them.

There were different views with this result saying that normal class puts more

pressure on students as the teacher is solely focus on one grade level of

students unlike multi-grade teachers who needs to balance expectations and

standards. All in all, pressures and demands are present in both mentioned

class.

Lastly, motivation or being motivated was one of the effects of multi-

grade class to the respondents as it pushes them to do great and develop

skills even in a challenged environment. In a multi-grade class where

resources are lacking, it is very heart-warming to see learners improve and

develop skills and character while adjusting to environmental factors.

CONCLUSION

Based on the summary of results, researchers inferred that:

Despite all the challenges which multi-grade class faces, such as lack

of resources, lack of teachers and many more, learners still found a way to

develop 21st century skills which they can use as they moved to the real world.

These skills will help them achieve good things and do well in the society.

Researchers implicate that multi-grade learners can still develop 21 st century

skills and do well in class even if they are in multi-grade classes.

RECOMMENDATIONS

Based on the conclusion, below are the following recommendations of

the researchers:

1. Trainings and seminars for multi-grade teachers focused on how to

develop 21st century skills in multi-grade class.

2. Develop a support system to both students and teachers of multi-grade

class.

3. Further researchers with more number of respondents are highly

recommended.
 REFERENCES

http://multigrade01.tripod.com/id3.html

http://62.161.52.48/adeaPortal/adea/biennial

2006/doc/document/B2_2_mulkeen_en.pdf

Ames, P. (2006). A multigrade approach to literacy in the Amazon, Peru. In A.

W. Little (Ed.), Education for all multigrade teaching: Challenges and

opportunities, (pp.47-66), Netherlands: Springer.

Berry, C. & Little, A. W. (2006).Multigrade teaching in London, England. In A.

W. Little (Ed.), Education for all multigrade teaching: Challenges and

opportunities, (pp.67-86), Netherlands: Springer.

Braun V, Clarke V. 2006. Using thematic analysis in psychology. Qual Res

Psychol. 3(2):77–101.

Braun V, Clarke V. 2012. Thematic analysis. In: Cooper H, editor. APA

handbook of research methods in psychology. Vol. 2, research designs.

Washington (DC): American Psychological Association.

Braun V, Clarke V. 2014. What can “thematic analysis” offer health and

wellbeing researchers? Int J Qual Stud Health Well-Being. 9(1): 26152.

Mulryan-Kyne, C. (2004). Teaching and Learning in Multigrade Classrooms:

What Teachers Say. The Irish Journal of Education / Iris Eireannach an

Oideachais, 35, 5-19. Retrieved May 20, 2021, from

http://www.jstor.org/stable/30077492
Veenman, S. (1995). Cognitive and Noncognitive Effects of Multigrade and

Multi-Age Classes: A Best-Evidence Synthesis. Review of Educational

Research, 65(4), 319-381. doi:10.2307/1170701

Abhayadeva, C.M. (1989) Development of multi-grade and multi-level

teaching strategies. Maharagama, Sri Lanka, National Institute of Education.

Bennett, N. Roth, E. and Dunne, R. (1987) `Task processes in mixed and

single aged classes'. Education 3-13, 15(1): 43-50.

Ford, B.E. (1977) `Multiage Grouping in the Elementary School and Children's

Affective Development: A Review of Recent Research' The Elementary

School Journal. Nov, 1977: 149-159.

Miller, B.A. (1991) `A Review of the Qualitative Research on Multigrade

Education' Journal of Research in Rural Education 7(2):3-12.

Mulcahy, D. (1993) `Developing a "distinctive approach" for multi-grade

classrooms: Some preliminary considerations' Education Canada.