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Journal articles on the topic 'Multigrade teaching'

Author: Grafiati

Published: 23 August 2023

Last updated: 25 July 2025

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1

Bajpai, Nitin, and Jyoti Pandey. "Challenges of Multigrade Class Teaching." International Journal of Science and Social Science Research 1, no. 1 (2023): 13–18. https://doi.org/10.5281/zenodo.13328097.

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The purpose of this paper is to throw light on the challenges facing by teachers in multigrade classrooms which isrunning in government primary and junior schools in village area. Multigrade classroom means that there are two or more thantwo grade in single classroom working together or independently and every student is working for his/ her individual curriculumgoals for their own grade level. They are learning simultaneously in same class by single teachers. It is very easy to say but reallyvery tricky and harder to handle. On the one hand, it gives an opportunity for collaborative learning

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Rodríguez Hernández, Blanca Araceli, Oscar Osvaldo Servín Calvillo, and Fabiola Isabel Castro Romero. "ESTADO DEL ARTE SOBRE PRÁCTICAS DOCENTES MULTIGRADO EN PAÍSES HISPANOHABLANTES." Revista Brasileira de Educação do Campo 9 (October 8, 2024): e19209. http://dx.doi.org/10.70860/ufnt.rbec.e19209.

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Estado da Arte sobre práticas docentes multisseriadas em países hispanofalantes O estado da arte é uma forma de se situar em um campo científico a fim de delimitar o que foi pesquisado sobre um objeto de estudo, como e a partir de quais disciplinas. Este documento relata o estado da arte da pesquisa sobre práticas de ensino em salas de aula multigrau com o objetivo de: a) identificar as contribuições sobre a prática de ensino em contextos multigrau e b) reconhecer o que ainda precisa ser pesquisado nessa área. Cinquenta e nove documentos de países de língua espanhola publicados em espanhol for

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Sheree Lhyn Abadonio Salazar. "Multigrade teaching and its effect to the performance of the pupils in selected island schools of Bacacay." International Journal of Science and Research Archive 15, no. 2 (2025): 1862–64. https://doi.org/10.30574/ijsra.2025.15.2.1434.

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This qualitative study explored multigrade teaching in Bacacay’s island schools, highlighting its impact on pupil performance and instructional challenges. Through a phenomenological approach, insights from school heads and teachers revealed key struggles in classroom management, resource limitations, and diverse learner needs. Findings underscore the importance of innovative lesson plans to enhance multigrade education. Findings: This study explored multigrade teaching in Bacacay’s island schools, revealing its influence on pupil performance and instructional challenges. While it promotes lit

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King, S., and P. Young. "Opening the Door on Best Practice." Australian and International Journal of Rural Education 6, no. 1 (1996): 29–36. http://dx.doi.org/10.47381/aijre.v6i1.405.

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This paper examines two case studies of multigrade teachers, and focuses on the diverse styles of these different teachers. It questions what, given this diversity, are the critical issues in multigrade teaching, and whether it is possible to identify 'best practice' in the multigrade classroom. In addition this paper attempts to indicate the necessary skills which should be developed in preservice education for teaching in multigrade classrooms.

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Rae Olana, Cyndi, and James L. Paglinawan. "The Relationship of Community Support to the Teaching Strategies in Handling Multigrade in Indigenous People Schools." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 1324–28. https://doi.org/10.47772/ijriss.2025.906000104.

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Effective education in Indigenous People Schools, particularly in multigrade classrooms, necessitates understanding the interplay between available community support and implemented teaching strategies. The main objective of the study was to determine the level of community participation and strategies in handling multigrade in indigenous people schools. This study used a descriptive-correlational method of research. Data were collected from 108 respondents using a take all or total enumeration. The data was taken from the different multigrade indigenous people schools of the Division of Bukid

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Castillo-López, Javier, and Daniel Domínguez Figaredo. "Characterisation of flipped classroom teaching in multigrade rural schools." South African Journal of Education 42, Supplement 1 (2022): S1—S14. http://dx.doi.org/10.15700/saje.v42ns1a2211.

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Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms

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Rondero,, Clyde Polynne Mayden G., and Ivy H. Casupanan. "Challenges and Opportunities in Multigrade Teaching: Experiences of Primary School Teachers in Far-Flung Schools." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 12 (2024): 5162–74. https://doi.org/10.11594/ijmaber.05.12.19.

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This study finds out the opportunities and challenges in multi-grade teaching: experiences of primary school teachers in far-flung schools in San Marcelino, Zambales. The study made use of qualita-tive research adhering to the phenomenological methods and data were thematically analyzed. Results of the study showed that the challenges encountered by multigrade teachers in far-flung schools are difficulty in handling classroom and time management, failing to consider the diversity of learners, inadequacy in teaching multi-ple grades and experiencing burnout in teaching. Multigrade teachers over

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Taole, Matshidiso Joyce. "ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences." Research in Social Sciences and Technology 9, no. 1 (2024): 232–52. http://dx.doi.org/10.46303/ressat.2024.13.

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Technology offers pedagogical affordances that can transform teaching and learning in multigrade classrooms to assist in the process of teaching and learning. However, it is challenging for teachers to effectively integrate technology into their classrooms, given the complex and dynamic multigrade context. The technological pedagogical content knowledge (TPACK) model was a lens through which to explore teachers’ experiences in ICT integration in their multigrade classrooms in selected primary schools in South Africa. A case study design guided this qualitative study. Semi-structured interviews

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Autor, Edilbert. "Quality of Pedagogic Strategies in Teaching Multigrade Classes in the Division of Quezon." Psychology and Education: A Multidisciplinary Journal 22, no. 6 (2024): 675–96. https://doi.org/10.5281/zenodo.12802992.

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The study focused on the Quality of Pedagogic Strategies in Teaching Multigrade Classes in the Division of Quezon. The study applied descriptive survey method for the study with the Questionnaire as the main data gathering tool. A total of 81 respondents participated in the study. Statistical tools were utilized such as frequency count, mean scores, Mann Whitney U-Test and Kruskal Wallis H-Test. The study revealed that a typical respondent comprised of age 21 to 30 years old, female-dominated, married individuals, with Master’s Units, were in Teacher I position, and served the school for

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A. De Borja, Joanna Marie, Eivan Mark S. Sigua, and Arlyne C. Marasigan. "Pedagogical Practices of Multigrade Teachers in Conducting Science Learning Activities." International Multidisciplinary Research Journal 2, no. 3 (2020): 219–28. http://dx.doi.org/10.54476/iimrj353.

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The world is on the verge of recognizing the right of every learner to quality education and learning. It has been part of the United Nations Sustainable Development Goal (UN-SDG) to open the door of equity education for all children, especially in rural areas. Hence, this research discusses how pedagogical practices of multigrade teachers in teaching Science learning activities are facilitated. The qualitative research design was used in collecting data through document analysis and semi-structured interviews. Five teachers from two multigrade schools in Bataan and Quezon provinces were the k

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Dontogan, Terrilyn Gibson, Clair T. Lunio-Toctocan, KC Roselyn D. Ricardo, and Maritis L. Saldo. "Inclusive Pedagogy: Systematic Review on Exploring Stakeholder Engagement in Multigrade Classroom Teaching." Cognizance Journal of Multidisciplinary Studies 4, no. 4 (2024): 222–34. http://dx.doi.org/10.47760/cognizance.2024.v04i04.015.

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Multigrade education, characterized by the instruction of students from different grade levels in the same classroom, has garnered significant attention in educational research due to its prevalence in diverse global contexts. This comprehensive literature review offers a nuanced exploration of multigrade education, synthesizing empirical research, theoretical frameworks, and practical insights to provide a holistic understanding of its complexities and implications. The review begins by delineating the global landscape of multigrade classrooms, examining their prevalence, significance, and di

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Terrilyn, Gibson Dontogan, T. Lunio-Toctocan Clair, Roselyn D. Ricardo KC, and L. Saldo Maritis. "Inclusive Pedagogy: Systematic Review on Exploring Stakeholder Engagement in Multigrade Classroom Teaching." Cognizance Journal of Multidisciplinary Studies (CJMS) 4, no. 4 (2024): 222–34. https://doi.org/10.47760/cognizance.2024.v04i04.015.

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Multigrade education, characterized by the instruction of students from different grade levels in the same classroom, has garnered significant attention in educational research due to its prevalence in diverse global contexts. This comprehensive literature review offers a nuanced exploration of multigrade education, synthesizing empirical research, theoretical frameworks, and practical insights to provide a holistic understanding of its complexities and implications. The review begins by delineating the global landscape of multigrade classrooms, examining their prevalence, significance, and di

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Jr., Jose P. Abarquez, Jasmin C. Alcala, Marielle C. Ayam, Justine Anne Nicole S. Baculao, Vj sylvette Baguio, and Carousel Tagaylo. "Satisfaction and Academic Performance of Multigrade Pupils." Asian Research Journal of Arts & Social Sciences 23, no. 4 (2025): 180–98. https://doi.org/10.9734/arjass/2025/v23i4671.

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Aims: The study assessed the satisfaction of multigrade pupils by considering teacher, student, and learning environment factors. Study Design: This research used a descriptive-correlational quantitative design. Place and Duration of Study: This research was conducted in an elementary school in Ozamiz City, Misamis Occidental, Philippines, during the School Year, 2023-2024. Methodology: A descriptive-correlational quantitative design was employed to assess the level of satisfaction among multigrade pupils. This study involved 31 Grade 3 and 4 students in a multigrade class enrolled for the aca

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Ruiz, Josemilo. "Teacher Factors and Academic Performance of Multigrade Pupils in Baybay City Division: Inputs to an Improved Implementation of Multigrade Teaching." JPAIR Institutional Research 14, no. 1 (2020): 46–71. http://dx.doi.org/10.7719/irj.v14i1.801.

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The study determines the relationship between the selected teacher factors and the academic performance of multigrade pupils in the Baybay City Division. The selected teacher factors were the socio-demographic profile variable (age, sex, civil status, educational qualification, teaching experience, teaching position, and training attended) and teacher empowerment dimensions (decision making, professional growth, status, self-efficacy, autonomy, and impact). The respondents of this study were the multigrade teachers, heads of the multigrade teachers, and the multigrade pupils in the division. T

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Lumba, Shaine Marie, and Elizabeth Dioso. "Effect of Technology Integration to the Numeracy and Literacy Achievement of Multigrade Learners." Psychology and Education: A Multidisciplinary Journal 23, no. 6 (2024): 769–78. https://doi.org/10.5281/zenodo.13308719.

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This quasi-experimental study investigated the efficacy of technology integration to multigrade learners. Poor numeracy and literacy have been a problem for multigrade learners. Having multiple grade levels present in the classroom, managing a multigrade setting can be challenging. For this purpose, 22 Grade 1 to Grade 3 multigrade students of New Malinao Elementary School were selected as the subjects of the study. This paper found out that there is a significant difference between the pretest and posttest scores in numeracy of the control group multigrade learners with p = .001 which is less

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Naparan, Genesis Balongkit, and Ivy Leigh P. Castañeda, MaEd. "Challenges and Coping Strategies of Multi-Grade Teachers." International Journal of Theory and Application in Elementary and Secondary School Education 3, no. 1 (2021): 25–34. http://dx.doi.org/10.31098/ijtaese.v3i1.510.

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Multigrade classes in the Philippines are usually present in Elementary schools in remote areas where few students are in one-year level. Thus, teachers then handle multiple grade levels at a time. This study investigated the challenges and Coping strategies of Multigrade teachers in the western part of the Philippines. The researchers employed a Transcendental phenomenological method in this study. They gathered the data through one-to-one interviews of multigrade teachers who have been teaching for at least three years. Following the data analysis of Kleiman (2004), the results revealed that

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Carrete-Marín, Núria, and Laura Domingo-Peñafiel. "Textbooks and Teaching Materials in Rural Schools: A Systematic Review." Center for Educational Policy Studies Journal 12, no. 2 (2022): 67–94. http://dx.doi.org/10.26529/cepsj.1288.

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This paper presents the results of a research project whose main purpose is to analyse the concept of multigrade teaching resources and the teaching materials used by teachers in rural schools, in particular the role of textbooks. The use and dimensions of teaching materials are studied in order to promote inclusion and learning in multigrade classrooms with children of different ages mixed together. The present systematic review aims to identify and analyse all of the research papers published internationally on teaching resources in rural schools for the Web of Science and Scopus databases (

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Saifuddin, Tasneem, Arwa Huzaifa, and Sonia Ishrat. "Implementing Multigrade and Team-Teaching Approaches to Enhance Holistic Development for Slow Learners in Inclusive Classroom Settings." International Journal of Innovation in Teaching and Learning (IJITL) 10, no. 2 (2024): 58–76. https://doi.org/10.35993/ijitl.v10i2.3446.

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The purpose of this action research is to better understand how multigrade and team-teaching methods affect slow learners' learning outcomes in inclusive classroom settings. Slow learners often face unique challenges in traditional classroom settings which allow students to receive the learning in passive form. It doesn’t handle specific needs of slow learners. The study focuses on how more individualized and encouraging learning environments can be created through collaborative teaching strategies to meet the various needs of slow learners. The research investigates the efficacy of multigrade

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Badar, Faisal, and Jon Mason. "Towards Digital Multigrade One-room Schoolhouses for Underprivileged Communities in Rural Pakistan." Computer-Based Learning in Context 2, no. 1 (2020): 21–39. https://doi.org/10.5281/zenodo.4057844.

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<strong>Abstract</strong>. Context matters in the design and development of educational opportunities. Despite extensive global efforts to make education accessible for all, one out of every five children are outof-school. The situation demands re-thinking of learning strategies, particularly in underprivileged contexts. Continued advancements in learning technologies may offer novel solutions. The one-room schoolhouse is a centuries-old proven educational system, which has yielded promising results for rural areas. Using a multigrade teaching method, the one-room schoolhouse provides a resili

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Bunga, Jaime B., Maria Luisa R. Olano, and Manuel R. Morga. "Differentiated Instruction in Multigrade Classrooms: Bridging Theory and Practice." International Journal of Educational Methodology 11, no. 3 (2025): 377–91. https://doi.org/10.12973/ijem.11.3.377.

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This qualitative study explored the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms with the aim of understanding teachers’ experiences, strategies, and challenges, as well as developing a performance appraisal tool. Guided by its specific objectives, the research examined how teachers plan, deliver, and manage differentiated lessons while addressing the diverse learning needs of students across multiple grade levels. Findings revealed that effective DI is rooted in intentional instructional planning, including learner profiling, curriculum mapping, and fl

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Câmara, Igor, Tereza de Jesus Pires Carvalho, Miguel António Cassimiro, and Suely Aparecida Do Nascimento Mascarenhas. "Teacher training, quilombola school education: Reflections on pedagogical practice in a quilombola community in barreirinha Amazonas-Brazil (2021-2022)." Concilium 23, no. 1 (2023): 1–16. http://dx.doi.org/10.53660/clm-728-23a01.

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This research has the general objective of revealing interdisciplinary pedagogical practices that enhance the teaching and learning process from the dialogue between scientific knowledge and the local knowledge of the students of a multigrade class in a quilombola community. And specific objectives: 1) Analyze teacher training from the National Curricular Guidelines - DCN from its constitutive knowledge, as well as its substantial challenges and articulations; 2) Highlight the expressions of knowledge that significantly favor teaching and learning for students in multigrade classes, in Afro-de

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TIWAKEN, LENIE SAD-AYAN. "CAREER MOBILITY AMONG MULTIGRADE TEACHERS: UNDERLYING FACTORS AND MEASURES." Cognizance Journal of Multidisciplinary Studies 5, no. 5 (2025): 757–843. https://doi.org/10.47760/cognizance.2025.v05i05.053.

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The study assessed the career mobility of multigrade teachers in Mankayan District. It focused on the degree of occurrence of the identified factors that impede the career mobility of teachers, the extent practice of the identified measures and their effectives in addressing the factors. Differences in the perceptions of teachers when grouped according to their profile were also determined. The descriptive survey was used in the study with a survey questionnaire as the main instrument in gathering data. Data were statistically treated using weighted mean and F-test. The respondents were multig

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Sahan, Gulsun. "Management of Self-Studies during Assignment Hours in Multigrade Classes." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 394–403. http://dx.doi.org/10.18844/prosoc.v3i3.1586.

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One of the study types that is particular to multigrade classes is self-study of students. This study style offers a comfortable work environment for teachers who teach all grades together. The method of study that distinguishes multigrade classes from others is that assignment and teacher hours are planned. Assignment hours are the times when students study by themselves. These times should not be considered as the times when students study without purpose, excursively and freely. On the contrary, it is needed to plan and practice learning and teaching process, and then make evaluation throug

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Rotas, Erwin Emperado, and Michael Bobias Cahapay. "Workload Stress and Results Based Performance of Multigrade Teachers." Journal of Studies in Education 10, no. 2 (2020): 68. http://dx.doi.org/10.5296/jse.v10i2.16874.

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Teaching is a multifaceted task. Teachers are inevitably exposed to superfluous teaching workloads and predicaments causing them stress. This research aimed to determine the relationship between workload stress and results based performance of multigrade teachers. It employed correlation research design involving thirty (30) purposively selected multigrade teachers in the Schools Division of General Santos City (GSC) during the school year 2015-2016. Following the survey method, a tailored questionnaire was used to gather the needed information. Secondary data were also collected. The statisti

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Torpev, Francis, Rabi Adamu, and Shehu Magaji. "Issues of Basic Education in Nigeria: Need for Inclusion of Multigrade Instructional Strategy in School Curriculum for Effective Teaching and Learning." Interdisciplinary Journal of Education 6, no. 1 (2023): 1–14. http://dx.doi.org/10.53449/ije.v6i1.212.

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The paper attempts to discuss the issue of the quality of education in the Nigerian basic school system. It looks into the global yarning for provision and acquisition of quality education for all in societies of the world. Jomtien declaration on Education for All and Sustainable Development Goal 4 which centres on provision of quality education for all are some of the global protocols and agreements reached by societies of the world for improvement in provision of quality education. The paper therefore explores the need for classroom teachers to effectively use multigrade instructional strate

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Taole, Matshidiso Joyce, Patience Kelebogile Mudau, Xolani Moffat Majola, and Fulufhelo Mukhati. "Instructional Leadership Challenges in Rural Multigrade Schools." Research in Educational Policy and Management 6, no. 1 (2024): 102–22. http://dx.doi.org/10.46303/repam.2024.8.

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School leadership is regarded as the cornerstone of the successful provisioning of quality education. This qualitative study draws from principals' accounts of their instructional leadership challenges in rural multigrade schools. The research, situated within an interpretivist paradigm and the theoretical lens of instructional leadership, sought to understand the challenges that principals experience as instructional leaders and how they mitigate the challenges they experience in their rural contexts. Ten purposively selected principals from rural multigrade schools situated in the Vhembe dis

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Mulryan-Kyne, Catherine. "The preparation of teachers for multigrade teaching." Teaching and Teacher Education 23, no. 4 (2007): 501–14. http://dx.doi.org/10.1016/j.tate.2006.12.003.

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Hlalele, Dipane Joseph. "Book Review." Australian and International Journal of Rural Education 34, no. 1 (2024): 157–59. http://dx.doi.org/10.47381/aijre.v34i1.731.

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Soriano, Jennifer Galiza. "ASSESSING THE PERFORMANCE OF PUPILS AND TEACHERS IN MULTIGRADE CLASSES IN THE CITY OF ILAGAN." Ignatian International Journal for Multidisciplinary Research 2, no. 12 (2024): 377–400. https://doi.org/10.5281/zenodo.14504276.

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This study looked into the performance of pupils and teachers in multigrade classes in the City of Ilagan. Utilizing a descriptive research design, the study analyzed the profiles of 34 multigrade teachers and 476 pupils from Grades V and VI across three districts. Data were gathered using structured questionnaires, interviews, and official records such as teachers’ CBPAST ratings and pupils’ academic performance reports. Statistical tools, including frequency, percentage, weighted mean, and chi-square tests, were employed to examine relationships and differences in performance. Fi

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Bunga, Jaime B. "Assessing Teacher Proficiency in Differentiated Instruction: Development and Validation of a Performance Appraisal Tool for Philippine Multigrade Classrooms." European Journal of Educational Management 8, no. 1 (2025): 31–47. https://doi.org/10.12973/eujem.8.1.31.

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This study explores the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms and develops a tool to assess teacher proficiency in DI. Employing an exploratory sequential mixed-method design, the qualitative phase included focus group discussions with eight multigrade teachers, capturing their experiences and challenges in DI. These insights informed the creation of the Multigrade Differentiated Instruction Performance Appraisal Tool, which assesses DI proficiency across instructional planning, delivery, and classroom management. The tool underwent expert valida

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Urma, Christine R., and Eden C. Callo. "Pedagogical Challenges and Teaching Practices of Multigrade Teachers in Rural Public Elementary Schools." Advances in Social Sciences Research Journal 10, no. 12 (2023): 219–26. http://dx.doi.org/10.14738/assrj.1012.16017.

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This research paper focused on the pedagogical challenges and teaching practices of multigrade teachers in rural public elementary schools. The study aims to identify the perceived level of teachers’ pedagogical challenges and teaching practices. The descriptive-correlational design was used to survey the 59 multigrade teachers. Descriptive statistics and Pearson Product Moment Correlation Coefficient were used to identify significant relationship between the teachers’ pedagogical challenges and their teaching practices. The study revealed that teachers’ expertise, teaching and learning proces

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Bisaya, Lovely Deby, and Kristopher Ngilangil. "Challenges of Multi-grade Teachers in ESL: Basis for the Proposed Enhanced Capacity for Multigrade ESL Teaching." Journal of Advanced Studies in Life Sciences 33, no. 9 (2025): 1007–23. https://doi.org/10.70838/pemj.330903.

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This study assessed the specific issues encountered by teachers of various grades, including crucial areas like training, timetable, instructional materials, classroom management, and language barriers. This study used a convergent parallel mixed-methods research design, wherein qualitative and quantitative techniques were combined to examine the challenges of 101 multigrade teachers across the 12 districts in Siargao Division, Philippines, using survey questionnaires, in-depth interviews, and focus group discussions. Purposive sampling was used, whereas frequency count, percentage distributio

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Acatrinei, Irina-Roxana, and Dorin Opriş. "The student’s independent work and the didactic success of multigrade teaching." Journal of Educational Sciences & Psychology 15 (76), no. 2 (2025): 52–66. https://doi.org/10.51865/jesp.2025.1.06.

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The main purpose of this study was to provide additional statistically validated data on the impact of using independent work in multigrade teaching. The review of the literature shows a series of advantages of this form of education, but dependent on the active involvement of the students in the lessons. The survey was attended by 539 teachers from the multigrade education in Romania, from the primary cycle, who responded to a questionnaire with closed questions. Differentiating the content of the indirect activity is a priority for the respondents who obtained teaching degrees and for those

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Bagay, Jeramine A. "Challenges and Adaptive Strategies into the Multifaceted Experiences of Multigrade Teachers: A Phenomenological Study." AIDE Interdisciplinary Research Journal 10 (March 3, 2025): 237–60. https://doi.org/10.56648/aide-irj.v10i1.164.

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This qualitative study explored the experiences, challenges, adaptive strategies, and professional development of multigrade teachers in the Upper Calanasan District, Apayao, for the school year 2023-2024. Data were collected through semi-structured interviews with multigrade teachers, providing rich insights into their professional lives. The findings revealed that teachers found their roles both challenging and rewarding, forming close bonds with students and experiencing significant professional growth. Major challenges included meeting diverse learning needs, lack of resources, and balanci

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Bisaya, Lovely Deby, and Kristopher Ngilangil. "Challenges of Multi-grade Teachers in ESL: Basis for the Proposed Enhanced Capacity for Multigrade ESL Teaching." Psychology and Education: A Multidisciplinary Journal 33, no. 9 (2025): 1007–23. https://doi.org/10.70838/pemj.330903.

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This study assessed the specific issues encountered by teachers of various grades, including crucial areas like training, timetable, instructional materials, classroom management, and language barriers. This study used a convergent parallel mixed-methods research design, wherein qualitative and quantitative techniques were combined to examine the challenges of 101 multigrade teachers across the 12 districts in Siargao Division, Philippines, using survey questionnaires, in-depth interviews, and focus group discussions. Purposive sampling was used, whereas frequency count, percentage distributio

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Khazaei, Leila, Parvin Ahmadi, Sedigheh Momeni far, et al. "CHALLENGES AND DISADVANTAGES OF MULTIGRADE TEACHING: QUALITATIVE RESEARCH." Science and Education 24, no. 12 (2016): 135–42. http://dx.doi.org/10.24195/2414-4665-2016-12-24.

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Funtua, Ismail Ado. "THE IMPACT OF MULTIGRADE TEACHING APPROACH IN TEACHING OF BASIC SCIENCE." PEOPLE: International Journal of Social Sciences 1, no. 1 (2017): 1252–60. http://dx.doi.org/10.20319/pijss.2015.s11.12521260.

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Singh, Shalini. "Multigrade teaching techniques and other arrangements for enhancing teaching-learning process." GYANODAYA - The Journal of Progressive Education 10, no. 1 (2017): 35. http://dx.doi.org/10.5958/2229-4422.2017.00006.8.

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Pascua, Junalyn O. "The Use of Task Cards in Science: Its Impact on the Academic Performance of Multigrade Pupils in Malabanig Elementary School." Asian Journal of Education and Social Studies 51, no. 6 (2025): 1013–21. https://doi.org/10.9734/ajess/2025/v51i62053.

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This study aimed to investigate the efficacy of Task Cards as an alternative teaching scheme for science in a multigrade setting, specifically at Malabanig Elementary School. Employing a descriptive approach, a one-group pre-test and post-test activity was conducted to assess the impact of Task Cards.Descriptive statistics like frequency, percentage, mean and standard deviation were used on performance of the multigrade pupils before and after using the task cards in science 3 and 4 using the scale:The results indicate a notable enhancement in academic performance among both Grade 3 and Grade

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Castro, Angela, Jhonny Medina, Cristhian A. Aguilera, Mario Ramirez, and Cristhian Aguilera. "Robotics Education in STEM Units: Breaking Down Barriers in Rural Multigrade Schools." Sensors 23, no. 1 (2022): 387. http://dx.doi.org/10.3390/s23010387.

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We report a novel proposal for reducing the digital divide in rural multigrade schools, incorporating knowledge of robotics with a STEM approach to simultaneously promote curricular learning in mathematics and science in several school grades. We used an exploratory qualitative methodology to implement the proposal with 12 multigrade rural students. We explored the contribution of the approaches to the promotion of curricular learning in mathematics and science and the perceptions of using robotics to learn mathematics and science. As data collection techniques, we conducted focus groups and s

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Gibson, Ian W., and Kay L. Gibson. "Interactive Television and Problem Based Learning." Australian and International Journal of Rural Education 5, no. 2 (1995): 47–52. http://dx.doi.org/10.47381/aijre.v5i2.400.

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Traditional approaches to teacher education have incorporated on-campus face to face instruction, complemented by occasional forays into schools for classroom practice teaching sessions, demonstration sessions or a combination of microteaching, child studies or associated activities. Many researchers and students believe that participation in teaching experience is the most important source of pre-service knowledge about the teaching profession. To make teacher education courses as meaningful and relevant as possible, the project described in this paper used interactive television (ITV) to pre

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Authar, Nailul, Mujad Didien Afandi, and Tatik Muflihah. "THE USE OF YOUTUBE VIDEO AS MEDIA IN MULTIGRADE ENGLISH DEPARTMENT STUDENTS TO IMPROVE CONVERSATIONAL COMPETENCE IN SPEAKING CLASS." Education and Human Development Journal 6, no. 2 (2021): 68–76. http://dx.doi.org/10.33086/ehdj.v6i2.2443.

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Abstract: Miller (1999:1) defines multigrade class as a class in which students of two or more adjacent grade levels are taught in one classroom by one teacher for most of the day. It is obviously hard to be imagined that a teacher teaches grade one, two, and three concurrently. This study also is highlighted of the using YouTube as a media where students can take any kind of references that can help them to improve their English skill is better. Such as; watching daily vlog from youtuber outside Indonesia, listening while singing English song by watching several lyrics video. weather news rep

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Maynopas, Jessa Mae, and Maedel Joy Escote. "Multigrade Elementary School Teachers: Best Practices in Teaching IP Students." Psychology and Education: A Multidisciplinary Journal 20, no. 5 (2024): 610–20. https://doi.org/10.5281/zenodo.11481113.

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This phenomenological study explored the best teaching practices, challenges, coping mechanisms, and insights of multi-grade teachers assigned in the six different indigenous schools in Talaingod, Davao del Norte, Philippines. An in-depth interview was conducted with the six teachers of Gatong Elementary School, Igang Elementary School, Napunong Elementary School, Naseco Integrated School, Ibuyag Lamburan Elementary School, and Lambid Elementary School. The thematic analysis revealed that the teachers' best practices organizing students into groups, differentiated instruction, translating less

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Astuti, Marsini. "MULTIGRADE DIMASA PANDEMI." Pedagogy : Jurnal Ilmiah Ilmu Pendidikan 8, no. 1 (2021): 34–37. http://dx.doi.org/10.51747/jp.v8i1.702.

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Multigrade Model pembelajaran adalah suatu perencanaan atau pola yang digunakan sebagai pedoman merencanakan pembelajaran dikelas atau pembelajaran dalam tutorial Multigrade teaching atau pembelajaran kelas rangkap di SD sudah banyak dilaksanakan di Indonesia di negara-negara maju hal ini sudah menjadi bagian dari sistem pendidikan secara utuh. Pengembangan dan penggunaan model ini dilakukan karena faktor kekurangan tenaga guru, letak geografis yang sulit dijangkau, jumlah siswa relatif kecil, keterbatasan ruangan, atau ketidakhadiran guru. Pembelajaran Multigrade atau Kelas Rangkap merupakan

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Redocto, Salma Butig, and Gideon Sindad Sumayo. "The Teaching-Learning Process in Madrasah Multigrade Classes During the Pandemic: A Phenomenological Investigation." AL-ISHLAH: Jurnal Pendidikan 16, no. 1 (2024): 14–26. http://dx.doi.org/10.35445/alishlah.v16i1.5110.

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This qualitative study, employing a phenomenological approach, seeks to illuminate the experiences, challenges, and coping mechanisms of Madrasah multigrade teachers during the pandemic. The study involved 14 participants in in-depth interviews and 8 participants in a focus-group discussion. Thematic analysis was applied to analyze the responses. The research uncovered three fundamental themes in their lived experiences, focusing on establishing flexible teaching practices, adaptive instruction, and continuous assessment for enhanced learning. It also unveiled challenges at different levels, n

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Little, Angela W. "Multigrade teaching: towards an international research and policy agenda." International Journal of Educational Development 21, no. 6 (2001): 481–97. http://dx.doi.org/10.1016/s0738-0593(01)00011-6.

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Buaraphan, Khajornsak, Benjamas Inrit, and Wilai Kochasila. "Current policy and practice concerning multigrade teaching in Thailand." Kasetsart Journal of Social Sciences 39, no. 3 (2018): 496–501. http://dx.doi.org/10.1016/j.kjss.2018.06.008.

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फुएल Phuyel, बद्रीप्रसाद Badriprasad. "विद्यालय शिक्षामा बहुकक्षा बहुस्तर शिक्षणका लागि कक्षा व्यवस्थापन {Classroom Management for Multigrade Multigrade Teaching in School Education}". Research Journal 8, № 1 (2023): 139–52. http://dx.doi.org/10.3126/rj.v8i1.61276.

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यस अध्ययनको उद्देश्य विद्यालय शिक्षामा बहुकक्षा बहुस्तर शिक्षणको परिचय दिंदै यसलाई हाम्रा विद्यालयहरूमा प्रभावकारी रूपमा व्यवस्थापन गर्ने उपायको चर्चा गर्नु रहेको छ । प्रस्तुत लेख उपलब्ध सम्बन्धित साहित्य, अनुसन्धानात्मक प्रतिवेदन, पत्रपत्रिकामा प्रकाशित सामग्री, इन्टरनेट जस्ता द्वितीय स्रोत सामग्रीहरू अध्ययन गरी पुस्तकालय विधिद्वारा तयार पारिएको छ । बहुकक्षा बहुस्तर शिक्षण सिकाइ पद्धति शिक्षणका क्षेत्रमा आएको नयाँ अवधारणा हो । भारतको आन्ध्रप्रदेशमा कृष्णमूर्ति फाउन्डेसनले सञ्चालन गरेको ऋषिभ्याली इन्टिच्युट अफ एजुकेसनल रिसोर्सको सहकार्यमा यो पद्धति नेपालमा सुरु भएको थियो । यस पद्धतिलाई अवलम्बन

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Engin, Gizem. "The Opinions of The Multigrade Classroom Teachers on Multigrade Class Teaching Practices (Multiple Case Analysis: Netherlands-Turkey Example)." International Journal of Progressive Education 14, no. 1 (2018): 177–200. http://dx.doi.org/10.29329/ijpe.2018.129.13.

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Hargreaves, E., C. Montero, N. Chau, M. Sibli, and T. Thanh. "Multigrade teaching in Peru, Sri Lanka and Vietnam: an overview." International Journal of Educational Development 21, no. 6 (2001): 499–520. http://dx.doi.org/10.1016/s0738-0593(01)00013-x.

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