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Research Article

Classroom Strategies of Multigrade Teachers and Academic Achievements of the Pupils in Maigo District

700 reads
Aisah Boreros , Ruskein Burlat , Markhiesvel Dicalan , Jaica Malon , Manilyn Marturillas , Karen Gay Dy
Psych Educ Multidisc J, 2024, 21 (1), 80-89, DOI: https://doi.org/10.5281/zenodo.12186933, ISSN 2822-4353
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Abstract

This study aimed to analyze the effectiveness of differentiated instruction, collaborative learning, and flexible groupings on the academic achievements of pupils in multi-grade classrooms during the 2022-2023 school year. Five multi-grade teachers from various schools in the district were purposively chosen, along with 230 pupils, utilizing a descriptive correlational design. The data were analyzed using means, standard deviation, frequency counts, and Pearson product correlation at a significance level of 0.05. The findings indicate that the majority of respondents perceive differentiated instruction, collaborative learning, and flexible groupings as highly effective strategies. Additionally, a significant proportion of pupils demonstrate satisfactory academic achievements, with many falling within the "Very Satisfactory" GPA range. Pearson correlation analysis reveals a strong positive relationship between differentiated instruction and academic achievement, underscoring the importance of tailoring teaching methods to individual student needs. In conclusion, understanding the effectiveness of multi-grade teaching strategies can provide valuable insights for educators and policymakers. By acknowledging the positive impact of differentiated instruction and other collaborative strategies on academic achievement, educators can better support multi-grade teachers and learners in achieving academic success.

Keywords collaborative learning differentiated instruction strategies flexible groupings academic achievements
Authors 6
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The team behind this paper

6 authors, 2 institutions.

This paper Mindanao State University Mindanao State Universi… 5 authors Maigo School Of Arts And Trades — Philippines Maigo School Of Arts An… 1 author Aisah Boreros — corresponding author AB Aisah Boreros ✉ Ruskein Burlat RB Ruskein Burlat Markhiesvel Dicalan MD Markhiesvel Dicalan Jaica Malon JM Jaica Malon Manilyn Marturillas MM Manilyn Marturillas Karen Gay Dy KD Karen Gay Dy

Readership

700 reads over 30 months.

June 2024 November 2026

Related work on SciMatic

Closest of 89 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

On SciChain

This article is token #3091 of SciMatic Articles (ERC-1155): 1,000,000 tokens, minted once, never more. The chain also stores a fingerprint (SHA-256) of the article's record, so anyone can check that it has not been altered.

HolderWalletTokens
SciMatic 0xc35709…277732 100,000 (10%)
Aisah Boreros 0xf86215…5A271E 150,000 (15%)
Ruskein Burlat 0xE64092…13eE4b 150,000 (15%)
Markhiesvel Dicalan 0x300B64…aaE8c5 150,000 (15%)
Jaica Malon 0x09C116…E28DF3 150,000 (15%)
Manilyn Marturillas 0x8f95A3…7FA931 150,000 (15%)
Karen Gay Dy 0x628F80…49C060 150,000 (15%)
Content hash 0x7c741c968f2aa1342267c002d19809bec3aad38d7bc97393674a5d9fa9606435
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Bibliographic Information

Aisah Boreros, Ruskein Burlat, Markhiesvel Dicalan, Jaica Malon, Manilyn Marturillas, Karen Gay Dy, (2024). Classroom Strategies of Multigrade Teachers and Academic Achievements of the Pupils in Maigo District, Psychology and Education: A Multidisciplinary Journal, 21(1): 80-89
Bibtex Citation
@article{aisah_boreros2024pemj,
author = {Aisah Boreros and Ruskein Burlat and Markhiesvel Dicalan and Jaica Malon and Manilyn Marturillas and Karen Gay Dy},
title = {Classroom Strategies of Multigrade Teachers and Academic Achievements of the Pupils in Maigo District},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2024},
volume = {21},
number = {1},
pages = {80-89},
doi = {10.5281/zenodo.12186933},
url = {https://scimatic.org/show_manuscript/3091}
}
APA Citation
Boreros, A., Burlat, R., Dicalan, M., Malon, J., Marturillas, M., Dy, K.G., (2024). Classroom Strategies of Multigrade Teachers and Academic Achievements of the Pupils in Maigo District. Psychology and Education: A Multidisciplinary Journal, 21(1), 80-89. https://doi.org/10.5281/zenodo.12186933

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