State of Affairs of Multigrade Classes and Learners’ Scholastics Response: Basis for Instructional Intervention

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{"abstract":"Multi-grade teaching is when a teacher instructs students at many grade levels. The pupils' geographic and demographic makeup determines the necessity of multi-grade classes. In other instances, the lack of educational resources; such as classrooms and teachers has increased the necessity of this style of instruction. This study used descriptive-correlation and determined the state of affairs of multi-grade classes as well as its relationship on scholastics response in Lake Sebu District, Schools Division of South Cotabato. The respondents were thirty (30) public elementary school teachers handling multi-grade classes in Lake Sebu District. The finding revealed that majority of the classroom in multi-grade classes is standard (7x9m) size for monograde instruction and makeshift. Moreover, majority of teachers were not trained in multi-grade methodologies. The content and quality of teacher's preparation; content and quality of assessment system; structure and learning environment of multi-grade classes; and quality and quantity of teaching-learning materials were all at good state of affairs. Relatively, the scholastics response determined by numeracy; behavior; and literacy were all at moderate level. The profile of the multi-grade classes in Lake Sebu District significantly contribute to the state of affairs. In addition, it was found out that there is a significant relationship between the state of affairs of multi-grade classes scholastic response in Lake Sebu District. A comprehensive training programs specifically focusing on differentiated instruction, classroom management strategies, and assessment techniques for multi-grade classes is being proposed as instructional intervention.","abstract_source":"original","authors":["Liezle Calibayan","Annielyn Ignes"],"date":"2025-05-23","doi":"10.70838/pemj.380405","id":5290,"issue":4,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"3602b3c6055730cb7ff5ddc6938f1d0c3f0c41fc6f52af8a7abfa4bb78674579","schema":"scimatic-article/1","title":"State of Affairs of Multigrade Classes and Learners’ Scholastics Response: Basis for Instructional Intervention","volume":38}

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