MULTIGRADE CLASSES

What Are Multi-Grade Classes?

• This section attempts to provide a broad introduction to

the term ‘multi-grade classes’.
• Multi-grade classes refer to one class of students, in
which there are two or more groups, each performing at
different competence, or grade levels.
• Multigrade teaching 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
multigrade teaching refers to the teaching of students of different
ages, grades and abilities in the same group. The multigrade class
structure is known by various names in different countries; these
include "composite" or "combination" classes, "double" classes,
"split" classes, "mixed-age" classes, "vertically grouped" classes,
"multiple classes", "family classes" or "multilevel classes".
Where are they found?

• Multi-grade classes tend to be associated with the “developing

countries”, but they are also found in other countries across the
world. Some places in which they are found are Peru, Sri Lanka,
Norway, Vietnam, England, France, the Caribbean, India, the
United States, New Zealand, Columbia and Samoa. These classes
exist for a wide variety of reasons.
Why do they exist?

• Frequently multi-grade teaching is required not by choice but

through force of circumstances.
• The multi-grade class may be a reflection of extreme socio-
economic constraints, or a small population (as in the case) in the
surrounding community.
• Multi-grade classes may also be the result of the geographical,
socio-economic or cultural conditions of the community or
neighbourhood.
Why are there Multi-
Grade Classes?
Geographical factors

• The school is in a small community in a remote area, far away

from larger towns or villages, and where the population is small.
• It is for nomadic people, who are on the move all the time, so that
one teacher may stay with the group.
• There are rivers, roads and mountains, which are dangerous for
children to cross, and so it is necessary for them to attend school
in the village.
• Many mothers/parents migrate to the towns, and leave their
children in the care of their grandmothers.
Social factors

• All children should have equal access to education, independent of

where they live.
• The children should have access to education within their own
culture.
• Parents wish to send children to schools of their own religion.
• Parents wish to have a centre of learning in their immediate
environment.
Cultural factors

• Students are a part of the community economy, and as a result

they have to perform certain chores (agricultural or handicraft
skill) before they go to school.
• Girls would not normally be afforded the opportunity to go to
school, since they have to be prepared to become home-makers.
• Students are obliged to perform certain domestic chores before
they can go to school.
The prime reasons for multi-grade classes
may be placed into four major categories:

• Low (or reduced) community population, possibly due to

migration, or an increased death rate;
• Poor economic conditions, resulting in inadequate teaching
resources;
• The persistence of cultural practices which would impede the
attendance of students at school;
• Geographical location of the school, which may be in a remote,
inaccessible village;
• Some students may be mentally challeng
EFFECT OF THE LEARNERS

• Some students especially the higher grade level may not be

listening to the teacher while discussing because they may already
know the topic.
EFFECT OF THE TEACHERS

• The teacher will have a hard in designing and creating activities

for a multigrade class.
• Inadequately trained teachers.
• Timetables are not flexible enough.
• Lack of flexible and special types of curriculum organization.
• Lack of incentives for teachers in multiple classes.
EFFECT OF THE TEACHING LEARNING
PROCESS

• Inadequate school facilities.

• The nature of the curriculum and textbooks, which are
prepared almost entirely in a monograde context create further
problems.
• Teacher training programmes have not focused on practical
issues and techniques for handling multigrade teaching studies.
• Scarcity of varied levels and types of materials.
• Most of the MG schools lack textbooks, guidebooks and
reference material.