CHAPTER 6:

Research and Partnership in

Multigrade Teaching
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)
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.
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 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 monograde
and multigrade in classes.
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)
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.
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;
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.
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.

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.
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;
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.
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.