LESSON-1-RUFFA.Research and Partnership on Multigrade Teaching

Multi grade

1. Research and Partnership on
Multigrade Teaching
LESSON 1
Presented by:
Ruffa Jean Soribas

2. Multigrade teaching has been a subject of several
researches. According to SEAMEO INNOTECH (2020), it has
been existing global literature since the 1990s. The findings of
these studies provide deeper understanding on life in
multigrade classrooms. At present, both qualitative and
quantitative studies on multigrade teaching are increasing in
numbers which have dealt with a variety of issues discussed
in the succeeding pages.
Introduction

3. Impact of Multigrade
Teaching on Students’
Learning

4. Most of the early studies on multigrade teaching focus on its
effect on the learning of students. Veenman (1995) and Mason
and Burns (1997) conducted comprehensive analyses of studies
from different countries on the impact of multigrade teaching on
students. As reported by Veenman (1995), the cognitive and non-
cognitive outcomes in the monograde and multigrade classes
have no significant differences. Moreover, he revealed that
students in the multigrade classroom did nit do any better than
those in monograde classroom as to their self-concept and
attitude towards studies.
Impact of Multigrade Teaching on Students’ Learning

5. Similar findings were shown in the review of Mason and
Burn’s (1997). Another study revealed that although 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. On the
other hand, in the study of Berry (2001), it was found out that at
the culminating phase of primary education, multigrade students
score better on achievement test than those who are in
monograde classrooms.
Impact of Multigrade Teaching on Students’ Learning

6. Multigrade students are more likely to encourage and
support their peers. On the other hand, in the study of Berry
(2001), it was found out that at the culminating phase of primary
education, multigrade students score better on achievement test
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. Another study discerned that some
multigrade students have better performance in reading than the
monograde students (Little 2006).
Impact of Multigrade Teaching on Students’ Learning

7. As you have observed, different studies arrived at opposing
findings as to the impact of multigrade teaching on student’s
performance. This disparity in the findings may be due to the
different variables taken into consideration when the studies
were conducted, as well as the condition of the participating
multigrade classes. According to Kivunja & Sims (2015), 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 what it is offered out of
desperation and is under-resourced.
Impact of Multigrade Teaching on Students’ Learning

8. Thank
You