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

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.