Group Performance Task #2

Review Of Related Literature Writeshop

General Instruction: To guide you on how you can work through your RRL, there are 4 significant activities to
accomplish. Follow the activities and come up with a comprehensive, cohesive, and well written Review of Related
Literature. Sample RRL section is provided on this prompt.

Activity #1 THEMES
Instructions:
1. From your statement of the problem, list down in a logical sequence the topics that you will be working on
for your RRL.
2. These topics will serve as guide as to how you are going to organize your RRL.
3. For example from the prototype manuscript, list down your topics as follows:
a. Definition of Multigrade Teaching
b. Multigrade Teaching through the Years
c. Pedagogical Approaches
d. A Paradigm Shift
e. Curriculum and Multigrade Teaching
f. Prevalence of Multigrade Teaching in the World
g. Multigrade Teaching in the Philippines
h. Advantages of Multigrade Learning Situations
i. Learning Difficulties Specific to Multigrade Teaching
4. You may include sub-sections in each topic for expanded content

Activity #2 META-ANALYSIS
Instructions:
1. Gather at least 10 study abstracts related to your problem and research titles.
2. Evaluate the abstracts based on the criteria of
a. Inclusive Dates
b. Active variables
c. Target Population / respondents / samples
d. Methodology
e. Results
3. Decide whether your clustered abstracts fall under homogenous (studies with similar design, sample size
and results) or heterogeneous (studies with different research design, sample size and results but same topic
or scope) studies.
4. Synthesize the abstracts based on the similarities or differences by highlighting on the active variables,
target population, methodology and results. (For heterogeneous studies, do not forget to emphasize contrasts
of results).
5. Make as many meta-analysis as possible.
6. Integrate your meta-analysis in the related studies section of your RRL

Activity #3 THEME CONTENTS

Instructions:
1. From your enlisted themes, start working on the body or contents of your RRL.
2. You may integrate your meta-analysis on the different topics or you can have a different content included.
3. Do not forget proper in-text citation.

Activity #4 REFERENCING
Instructions:
1. Write in APA format (APA 7) all the cited works from your background of the study and in your literature.
2. Remember to follow the APA format referencing.
3. Works not properly referenced will be taken off from the sections of the manuscript.
 Rubrics for RRL Writeshop

Criteria 5 points 4 points 3 points 2 points

Thematic Outline Creates a Creates a Creates an Themes are not
and detailed and cohesive outline outline of the cohesive.
Cohesiveness cohesive outline of the RRL RRL contents in a
of the RRL contents in a logical manner .
contents in a logical manner .
logical manner .
In-text Citation Follows strictly Used either No in-text No in-text and
and Referencing both integral and integral or non- citation but with APA 7
non-integral in- integral in-text referencing that referencing
text citation with citation with does not fully
complete and proper APA 7 comply with the
proper APA 7 referencing APA 7 format.
referencing format
format
10 points 9 points 8 points 7 points
Content Comprehensive Comprehensive Not Poorly written
and logical or logical comprehensive RRL content.
presentation of presentation of and logical
the content. the content. presentation of
Integrated meta- Integrated meta- the content.
analysis in most analysis in some Integrated meta-
parts of the body. parts of the body. analysis in a few
Adheres with Adheres with parts of the body.
proper proper Does not adhere
mechanics in mechanics in with proper
writing. writing. mechanics in
writing.
 -------------------- sample RRL ----------------------

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter includes a comprehensive presentation of the concept of multigrade teaching. It also

presents related literature and studies both internationally and locally supporting the identified variables.

Definition of Multigrade Teaching

Multigrade Teaching is a term used to describe the teaching in primary education of children from a

number of grades usually in one class. But it is capable of different definition in different countries as the

following examples demonstrate. It is also not necessarily the best term to use when translated into other

languages and cultures (Birch & Lally, 1995).

Multigrade Teaching in Nepal has been described as the situation in which a teacher teaches more than

one class at the same time either in the same classroom or in a different classroom. In Malaysia, Multigrade

Teaching involves the teaching of children from two or more grade levels in one classroom. The combination is

usually of grades close to each other; for example, one and two, five and six. In Pakistan and Australia,

however, as many as five or six grades may combine in the one class. Such contexts require the employment of

particular teaching methodologies and classroom administration which are the subject of more detailed

discussion in later chapters (Birch & Lally, 1995).

In the case of China, Multigrade-class or multiple-group teaching is the preferred definitional approach

as these terms highlight more ability level and age-based groupings. Of particular concern in China is the

question of language grouping. In remote areas in the south-west of China, some ethnic minority groups speak a

language other than Chinese. As a result, teachers involved in Multigrade Teaching sometimes have to solve the

problem of how to teach pupils with different language backgrounds in their own language in the same class at

the same time (Birch & Lally, 1995).

Multigrade Teaching in Indonesia is commonly found in small to large sized schools in which a teacher

teaches more than one grade or class at the same time, either in different classrooms or in the same room

divided by a partition. Only in the Learning Posts of Visiting Teachers Model are all grades taught by a single

teacher and/or team of tutors in the same small classroom (Birch & Lally, 1995).
 One preference in the Philippines is to talk of multi-class teaching where a teacher teaches two or more

grade levels in one classroom. It may also connote teaching a class of pupils with differing levels of ability and

pupils of different ethnic groups who are to be taught in their native languages (Birch & Lally, 1995).

Multigrade Teaching through the Years

Multigrade Teaching is no recent innovation to any country in the region. In some, particularly Islamic,

countries it has been the medium of instruction in religious schools for centuries. In other countries it has almost

a century old tradition either prior to the advent of compulsory primary education as in the case of Nepal and

China, for example, or with it in the case of those several countries which were under colonial domination. In

still other countries, such as Indonesia and the Philippines, very positive thrusts have been made in recent times

in research on small schools and Multigrade Teaching, which have led to a new era in the history of Multigrade

Teaching in those countries (Birch & Lally, 1995).

Although Multigrade Teaching may have been displaced from its historical pre- eminence in the

education system, in theory if not in practice, advocates for its retention can point to a history of service

considerably more extensive than its single-grade counterpart. The critical issue, of course, is not the history but

the effectiveness of the practice adopted. While there is a need for more research studies on the effectiveness to

be made, the evidence from studies such as that by Bruce A Miller (“A Review of the Quantitative Research on

Multigrade Instruction” in Research in Rural Education, Fall 1990, Vol. 7, No. 1 pp. 1-8 ) is encouraging in

pursuing this medium of instruction.

Pedagogical Approaches

The evidence suggests that one of the most enduring approaches to teaching multi-grade classes is one in

which one teacher instructs several grade levels at the same time (Juvane 2005). Students in multi-grade classes

generally spend more time on individual seat work than students in single-grade classes. To cater for this set up,

teachers need to use a variety of teaching strategies to help learners learn in a multi-grade teaching context.

Furthermore, in multi-grade classes children get less direct instruction from their teacher, time- on-task

is lower, and peer tutoring or across- grade grouping by ability are not used to any significant degree. Mulryan-

Kyne (2005) found that instructional strategies are the key to improving the quality of teaching and learning in

multi-grade classroom. The promotion of approaches that increase the level of student independence and

cooperative group-work tend to be suggested. Mulryan-Kyne (2005) argues that the facilitator role ensures that

time spent away from the teacher is spent productively. Three important strategies found to be effective in this
regard are: Peer instruction, in which students act as teachers for each other, cooperative group work, which

involves small groups engaging in collaborative tasks, and individualized learning programs that involve the

student in self-study (Mulryan-Kyne 2005). The use of these strategies could ensure that learners benefit in this

teaching/learning context.

A Paradigm Shift

Multi-grade teaching has made it imperative for a paradigm shift in the way teachers teach and the roles

that they play. Mertens (1998) defines a paradigm as “a way of looking at the world. It is composed of certain

philosophical assumptions that guide and direct thinking and action”. Arjun (1998) defines paradigm as a

philosophical scheme of thought or a theoretical formulation on a subject that relates to the set of concepts,

categories, relationships, values and methods that are generally accepted by a community of practitioners at any

given period of time. Both these researchers view a paradigm as philosophical. In addition to the need for

appropriate resources, multi-grade teaching requires substantial changes in the mindset of educators and school

principals. Birch and Lally (1995) argue that the reasons for multi- grade teaching’s continued disfavor should

be attributed to the dominance of the present paradigm of schooling as encapsulated in the single - grade-

approach. A paradigm shift is required if multi-grade teaching is to escape the bonds of the present system and

be allowed to become an authentic pedagogy in its own right.

Birch and Lally (1995) maintain that a paradigm shift of the kind required would embrace the following;

A substantive change in the philosophical, sociological, psychological and pedagogical base to education, which

would recognize that there is theory other than that reflected in the developmental approach to schooling with

its stages, readiness and concrete-abstract notions. The recognition of the heterogeneity of schools and classes

more akin to family and community groupings than the forced and disruptive artificiality of homogeneous

groupings on the basis of age. This perspective implies that effective multi-grade teaching demands new

strategies, different from those for single-grade teaching.

Curriculum and Multigrade Teaching

A considerable number of countries require all teaching to follow national curricula that are mono-

graded. South Africa is no exception. Teachers have a responsibility to prepare and utilize materials that are

oriented to the mono- grade context. This requirement places teachers in a multi-grade teaching context under

severe pressure. There is no time available for teachers to design such curricula and to redesign national

requirements to fit local contexts. Brown (2008) emphasized that the application of a single-grade national
teaching syllabus in the multi-grade teaching situation creates problems for multi-grade teaching. He indicates

that such a syllabus generally is not structured for multi-grade teaching classes, places a heavier work-load on

multi-grade teachers compared with their single-grade teaching counterparts, impedes the capacity of the multi-

grade teachers, given the lack of facilities and problems of management at the local level, and does not allow

for the time constraints placed on multi-grade teachers, given the preparation time required and the need to

address a wider range of students’ needs.

Brown (2008) contends that a syllabus needs to be prepared specifically for the multi- grade teaching

context or should be able to be adapted to it. The literature indicates that four curriculum adaptation strategies

have been shown to be effective in multi-grade classrooms, and could be promoted during teacher training

(Little 2001, 2005; Brown 2008), these are:

a. Multi-year Curriculum Spans

In this strategy, units of curriculum content are spread across two to three grades rather than one. All

learners work through common topics and activities (Little 2005).

b. Differentiated Curricula

Differentiated curricula cover the same general topic/theme with all learners, and allow them to be

engaged in learning tasks appropriate to their level of learning.

c. Quasi Mono-grade

The quasi mono-grade approach enables a teacher to teach grade groups in turn, as if they were mono-

graded. The same or a different subject is taught at the same time, and teachers distribute time

equally/unequally between grade groups, depending on the tasks they are doing.

d. Learner- and Materials-centered Approach

The fourth strategy depends more on the student and the learning materials than on teacher input (the

curriculum is translated into self- study graded learning guides). Students work through these at their own speed

with support from the teacher and structured assessment tasks. Learning is constructed as involving a

relationship between student, learning materials and teacher. This strategy allows the curriculums to be

translated into self-study graded learning guides, and allows learners to work at their own speed with support

from the teacher and structured assessment tasks.

According to Joubert (2007) the adjustment/ adaptation of the curriculum should recognize the

following: pupils may develop at different rates; more flexible approaches to student retention and promotion
are needed; there should be a focus on learning outcomes rather than content; learner focused rather than

teacher directed methods are beneficial; and teachers should be trained to be facilitators rather than keepers of

knowledge.

Prevalence of Multigrade Teaching in the World

Multigrade classes exist in many countries. Most of these education systems do not publish statistics on

prevalence of Multigrade teaching. The following statistics are cited by Little in the book Education for All and

Multigrade Teaching: challenges and opportunities (2006: 5-6). In England in 2000, 25.4% of all classes in

primary education; In France in 2000, 34% and out of these 4.5% were single-teacher schools; In Ireland in

2001, 42% of primary school classes; In Norway in 2000, 34% of all primary schools; In Nepal in 1998, almost

all primary classes; In Peru in 1988, 21,100 primary schools and 41,000 Multigrade teachers; In India in 1986,

84% of primary schools had three teachers or less.

Multigrade teaching has been commonly understood as a teaching condition arising as a result of

shortage of teachers. In this type of a situation educationists believe that Multigrade teaching has a significant

role to play if the goals of the World Declaration for ‘Education for All’, affirmed in Jomtien in 1990 and the

Dakar Framework of Action in 2000 are to be reached. Multigrade teaching may be the only option available

for children who live in low population areas and other marginal conditions where small numbers of children do

not justify the provision of one teacher for each curriculum grade.

Most systems of education which face such conditions, adopt Multigrade teaching as it becomes the only

option or the last resort. In such systems the quality of Multigrade schools are poor. Only a few systems of

education have transformed this necessity into a positive teaching approach

One example is the Escuela Neuva programme in Colombia. This program is implemented in rural

areas. A multigrade curriculum and teaching strategies are adopted with the support received from the education

system. Many other countries also have adopted this program. However, ‘necessity’ is not the only reason why

Multigrade teaching is adopted. Certain systems of education deliberately adopt Multigrade teaching

considering the advantages that can be drawn out of this approach. An example from England is given by Little

(2006). In England in order to implement the child-centered approach vertical grouping rather than horizontal

grouping was encouraged through which children are encouraged to learn through social interaction of the

different grade groups.

The following arguments are used in support of multigrade teaching. It provides an efficient means of

providing basic education in thinly populated areas, utilizing scarce educational inputs, such as trained teachers,

classrooms, and materials; Helps in maintaining a rural school as an important center in building village identity
and cultural life; Promotes students to ‘learn to learn’ and ‘learn to teach’ through independent inquiry and peer

tutoring; Promotes social learning of students

Multigrade Teaching in the Philippines

The Multigrade program aims to serve the right of school age children living in remote, far flung and

disadvantaged areas in the country. In this regard, DepEd issued Order No. 38, s. 1993, or Improving Access to

Elementary Education by Providing Complete Grade Levels in all Public Elementary Schools through

combination and/or Multigrade Classes and DECS Order No. 96, s. 1997 Policies and Guidelines in the

Organization and Operation of MG Classes (SEAMEO, 2011).

Pursuant to the provisions of the Constitution that the State shall protect and promote the rights of all

citizens to quality education at all levels and take appropriate steps to make education accessible to all, it is a

declared policy of the DECS to build a school in school-less barangays where enrolment and population growth

trends warrant the establishment of new schools and to organize Multigrade classes to offer the complete six (6)

grade levels to children in the remote barangays.

In support of this program, the following policies and guidelines in the organization and operation of

Multigrade Classes in the country are being issued:

Definition. A Multigrade class is defined as a class of 2 or more grades under one teacher in a complete

or incomplete elementary school.

Organization of Multigrade Classes. Regional Directors and Schools Division Superintendents shall

organize Multigrade classes to provide access to schools for children in far-flung barangays and to complete

incomplete schools. The minimum enrolment of 8 pupils and the maximum of 35 pupils per class shall be

observed. Whenever possible and when teachers and other facilities warrant, MG classes composed of more

than three (3) grades per class should be converted to at most 3 grades to a class.

School Plant, Facilities, and Furniture of Multigrade Classes Regional Directors and Schools Division

Superintendents give priority to multigrade classes in:

a. allocating 3-room school building to MG classes without standard building or where the

existing building is in need of total rehabilitation. The existing standards for school buildings shall apply to MG

schools. The classroom layout as well as furniture should facilitate multigrade teaching and learning. It should

allow for: grouping/regrouping of school children according to age, grade level, ability level or interest; the

creation of learning center or comers; and easy circulation of both teachers and students.

b. the provision of textbooks and other support instructional materials as follows:

 i. Minimum Multigrade Instructional Package (MIP) for teachers which shall consist of:

1) Minimum Learning Competencies for MG Classes (MLC-MG), 2) Budget of Work for MG Classes (BW-

MG). 3) Lesson Plan for MG Classes (LP- MG), and 4) Multigrade Teachers Handbook (MG-HB).

ii. Minimum Learning Package (MU) for multigrade pupils consisting of: 1) textbooks in

all learning areas on at least 1:2 textbook-pupil ratio or as much as possible on a 1:1 ratio, 2) the Multilevel

Materials (MLMs) on at least 1 set to 3 pupils ratio.

c. allocating teacher items and/or assigning teachers In assigning teacher items, priority should

be given to schools with multigrade classes having an enrolment of more than 35 per class and classes with

more than 3 grades to a class.

The Multigrade Curriculum and Program. Multigrade schools/classes shall offer the New Elementary

Schools Curriculum (NESC) and adopt any of the suggested class program. Full implementation or use of a

program should be based on results of the tryout.

Support, Welfare and Incentive Program for Multi Grade Teachers. To attract and retain effective

teachers in multigrade schools the following measures should be implemented:

a. regular monitoring of MG classes to sustain training gains and to provide them with technical

as well as instructional support. In consideration, of the difficulty in reaching these schools due to distance and

poor and/or irregular transportation facilities, principals or supervisors are authorized to collect actual

transportation expenses incurred during monitoring and/or supervisory visits.

b. regular training of MG teachers on multigrade teaching in the district, division and /or regional

level should be given priority share from the 5% INSET funds.

c. whenever resources/situations permit, at least one (l) classroom should be designated as

lodging place of teachers/school administrators whose residences are considerably far from the school.

d. granting of the Special Hardship Allowance tor MG Teachers (SHAMG). All MG teachers

qualified to avail of the “Hardship Allowance to Eligible Public School Teachers" provided for in DECS Order

No. 73. s. 1996, shall receive said incentive under the said scheme. However, MG teachers who shall not meet

the requirements stipulated in the same scheme shall be granted the "Special Hardship Allowance for MG

Teachers" for handling multigrade classes. Criteria for the availment of the Hardship Allowance for multigrade

teachers shall be issued in separate DECS Order on a year to year basis.

Development of Multigrade Schools

 Founding dates of public schools covered in this pro ling go back at the start of the 20th century with 3%

of respondents claiming that their schools were established in the 1920s. Most of the schools which responded

to the survey reported to being established in the 1960s. Around 11% of schools were established about 10

years ago (SEAMEO, 2011).

Although DepEd, in the 1990s, issued policies on the multigrade program (which stipulated the

definition, organization of the multigrade classes, school plant, facilities and furniture, curriculum and program,

and support, welfare and incentive program), the survey revealed that there are multigrade schools that are just a

decade short from their centennial year. There are also 1.5% of the schools surveyed that are around 70 years

old (SEAMEO, 2011).

Majority or about 18.1% of the respondents claimed that their multigrade schools have been operational

for more than 10 to 20 years. There are also a bigger proportion of school respondents who reported that their

schools have been recently operating as multigrade such as those that are less than ten years old, comprising

11.2%. The current proliferation of multigrade schools could be attributed to DepEd’s Education for All

campaign, which sought to reach the unreached learners and ensure their right to education (SEAMEO, 2011).

Advantages of Multigrade Learning Situations

Multi-grade teaching in these countries has been used to overcome the problems of graded teaching and

with the belief that MGT can have the following positive outcomes: Pupils tend to develop independent work

habits, self-study skills; Cooperation between different age groups is more common resulting in a collective

ethics, concern and responsibility; Pupils develop positive attitudes about helping each other-Remediation and

enrichment activities can be more discreetly arranged than in normal classes; It can enhance independent

learning; It encourages teachers to adopt pupil-centered approaches to teaching; It facilitates revision of

materials covered in earlier grades; It increases pupil interaction; It provides opportunity to slow learners to

make progress in his/her learning in his/her own pace of growth; It utilizes the concept of monitoring and peer

tutoring to assist the teachers; It also promotes group learning (UNESCO/APEID, 1989).

In spite of the above positive outcomes and pedagogical benefits, some drawbacks are also observed as

the following: There is the possibility of low student achievement in MGT schools if MGT programs are not

supported with required resources and properly trained teachers; These programs demand teachers’ more time

and organizational capabilities; Teachers need intensive training with special focus on instructional materials;

Students may receive less individual attention, and must often work independently (UNESCO/APEID, 1989).

Learning Difficulties Specific to Multigrade Teaching

 Multigrade teaching is often the target of some complaints, cause of some confusion and problems. These

ultimately give use to learning difficulties which have been categorized here as follows: a. Curriculum Design,

b. Classrooms and teaching learning processes, c. Space organization and instructional management, d. Grade

combinations, e. Role perception by the teacher, f. Existing teacher education programs, g. Learners' behaviour

problems (UNESCO/APEID, 1989).

Specific learning difficulties and problem areas under the above aspects are as follows:

a. Curriculum design

Primary curriculum documents usually include or are supported by a list of minimum learning competencies

(MLC), which are analyzed into objectives appropriate to each grade level, together with suggestions on a

methodology to achieve these. The MLCs and their components have not been specifically designed for use by

teachers in multigrade schools. The school plans, instructional materials, and methodological guidelines which

have been prepared for ordinary school situations present difficulties to teachers when they try to apply these in

multigrade teaching situations. The centrally designed curricula may lack relevance and be dysfunctional when

applied to the socio-economic needs and cultural life style of rural learners and their communities. There is a

shortage of support materials for teachers and of individualized instructional materials for learners. This is

compounded by inadequate media support (such as radio or television, programs for teachers and pupils).

Existing tools and methods for pupil assessment need to be further improved and refined. There is a need for

more work on the kinds of continuous evaluation, diagnostic testing, remediation and feedback which would

best assist multigrade teaching. Multigrade teaching does not fit well with outdated and traditional teaching

methodologies which rely on verbal communications and teacher authoritarianism (UNESCO/APEID, 1989).

b. Classrooms and Teaching Learning Process

Interruptions and distractions are major problems confronting teachers of multigrade classes. Teachers often

abruptly change from one class to another without recapitulating what has been taught or suggesting follow up

measures. Similarly, teaching is often abruptly initiated when the teacher passes from one grade/ability level to

another. Teachers may be tempted to work with multigrade classes as a whole group for quite long periods and

thus will tend to overlook the special needs, ability levels and developmental stage of the learners. There is a

general need for more adequate teaching aids which are suitable for use in multigrade teaching situations. Slow

learners and fast learners will often receive insufficient individualized attention. Learners may have difficulty in

comprehending what is presented to them because they are unfamiliar with the language used in school

(UNESCO/APEID, 1989).
 Teachers do not generally allocate sufficient time to health, Music, creative arts, games and physical

education, cultural and literary activities or moral education. There is an overemphasis on completion of textual

lessons and preparation for examinations. Some teachers are too casual about their preparations for teaching.

Some classrooms are over-crowded. Some multigrade schools lack essential classroom space. Many teachers

lack the competence and confidence which is necessary to handle mixed ability groups. Teachers working in

multigrade schools put less emphasis on remedial teaching. More often than not, teacher assistants, monitors,

tutors and group leaders are inadequately prepared for their role which is to assist the teacher

(UNESCO/APEID, 1989).

c. Classroom organization and Management

In an ordinary school situation, it is a common practice to seat all the pupils facing the chalk board. In

multigrade teaching, if all learners from different grades sit in this position, difficulties arise. Supply of teaching

aids, such as chalk boards, in proportion to the number of teachers, creates problems for multigrade teaching.

Combination of any grades under one teacher creates special problems when learners are horizontally and/or

vertically grouped for instructional purposes. Teachers in multigrade schools often lock essential training in

school organization and classroom management for direct and assisted teaching, organization of collective

teaching, small group work, etc. (UNESCO/APEID, 1989).

Use of teaching aids such as wall maps for one grade often distracts the learners of other grades who are

sitting in the same room and facing the same teacher and the teaching aid. The design of buildings in multigrade

schools needs to be revised to allow modular partitioning and moveable furniture for more effective classroom

organization. To date, this has not been extensively med. In several countries, lessons are conducted in the open

space outside classrooms. Teacher guidance notes on how to hold multigrade classes in open spaces are not yet

available (UNESCO/APEID, 1989).

d. Grade Combinations with a Teacher

The duration of primary education varies from country to country. In some countries, primary education

extends to grade VII, while in others it only extends to grades IV or V. The age of admission to grade I also

vary from 5, to 7 in some counties. In many multigrade teaching schools staffed with more than one teacher,

there are no set principles for class combination with one teacher. The heterogeneity of class combinations

creates problems in the management and teaching of pupils (UNESCO/APEID, 1989)

e. Role Perception by the Teachers

 Teachers are often unwillingly posted to primary schools situated in remote, sparsely populated areas.

Some of them do not belong to the local communities and have a poor knowledge of their languages value

systems, life styles and educational needs. They develop a sort of psychological alienation from the school and

the learners. This leads to: Lack of interest in compulsory education; Personal prejudice against the small

school; Indifferent and authoritarian behavior with learners; Low self-concept on the part of the teacher. A

depressing learning environment in and around the school; Irregular attendance by teachers and learners.

f. Existing Teacher Education Programs

Most of the participating countries have not developed any special teacher training curriculum on

Multigrade Teaching. Although there are many teachers working in multigrade teaching situation, they are not

being provided with the kind of intensive in-service teacher training, they need. Practice teaching in multigrade

situations is not generally prescribed or even advised for teacher trainees. They usually experience only

monograde teaching situations. This leads to insufficient preparation for service in remote rural areas

(UNESCO/APEID, 1989).

g. Learners' Behavioral Problems

In remote, rural, and sparsely populated areas, children tend to exhibit the following behaviour: They will

often tend to shy away from the teacher and from formal teaching-learning situations; They are often

uninterested in schooling; They may become frustrated by their mobility to understand the language of formal

schooling; They may be unable to cope with homework assigned by the teacher (for reasons cited above and/or

because conditions at home are not conducive to study); Owing to physical handicaps such as partial vision

impairment or conductive hearing loss, etc., pupils may not necessarily display the sort of learning behaviour

expected of them, such as keenness and alert concentration (UNESCO/APEID, 1989).

Related Studies on Multigrade Teaching

In response to “Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-

Evidence Synthesis” (Veenman, 1995), Mason and Burns (1996) report that their research and review of the

literature has led them to conclude that multigrade classes have a slightly negative effect on student

achievement. They argue, moreover, that multigrade classes generally have better students and perhaps better

teachers and that this selection bias masks the negative effects of less effective instruction in multigrade classes.

In this rejoinder, a reanalysis, based on meta-analytic procedures, of the available multigrade and multi-age

studies shows the average weighted effect sizes to be essentially zero or close to zero. For all analyses, the

confidence intervals around the average effect sizes included zero. These results provide little support for the
assumption that the quality of instruction in multigrade classes is lower than in single-grade classes. Between-

study differences revealed that favorable conditions for classroom instruction, the country of publication, the

locality and socioeconomic status of the school, the grade level of the students, and the number of years spent in

multigrade classes need the attention of investigators in future research into the effects of multigrade classes.

One study done by Miller (1991) reviews selected research studies of multigrade classrooms in Canada,

Finland, eight developing nations (India, Korea, Maldives, Nepal, Thailand, Philippines, Sri Lanka, and

Indonesia), and the United States. Based on information about the perceptions of multigrade instruction of

principals and teachers, the following issues are emphasized: (1) teachers need special methods and must be

well organized to teach; (2) teachers should be trained to teach multigrade classrooms; (3) teachers should be

prepared to use cross-age tutoring; (4) social studies and science instruction need special adaptations; (5) there

is a need for teaching materials; (6) there is a need for individualized teaching; and (7) incentive should be

provided for multigrade teachers. Typically found in rural areas, multigrade classes range from one-room

schools spanning five or more grades, to more typical elementary schools with combination classes of two

grade levels. Studies of instruction in multigrade classrooms across rural America reveal that teachers use

various methods to juggle the wide levels of student needs. Six key variables affecting successful multigrade

teaching identified in the research were: (1) classroom organization that facilitates student learning,

independence, and interdependence; (2) classroom management and discipline that emphasize student

responsibility for their own learning; (3) instructional organization and curriculum that allow for a maximum of

cooperative and self-directed student learning; (4) instructional delivery and grouping that improve the quality

of instruction; (5) self-directed learning strategies; and (6) peer tutoring. (KS).

A large proportion of teachers throughout the world teach in multigrade classrooms, or classes with

more than one grade level. It is reliably predicted that the number of multigrade classes will increase in the

future. A study of Mulryan-Kyne (1995) addresses the issue of teacher education for multigrade. The main

thesis of this study is that the professional knowledge and skills that are relevant and necessary to teaching

effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. However,

many of these skills need to be given a specific multigrade emphasis in the context of the preparation of

teachers for multigrade teaching. This does not necessitate separate teacher education programmes for

multigrade teachers. The study makes comparisons between multigrade and single-grade teaching in terms of

outcomes and teaching practices and highlights the importance of effective teacher education programmes that

cater for the needs of teachers in a broad rather than a narrow sense. The content of programmes aimed at the
specific preparation of multigrade teachers are examined, and a categorisation of specific areas of content that

need particular emphasis in the context of teacher education for multigrade is provided.

Synthesis

Multigrade Teaching will remain a feature of schooling in the region well into the next century. As such

it has the potential to expand the possibility of providing education to many children in a range of countries

with considerable benefit to all concerned. Critical to such development will be the degree to which country

experiences can be shared, materials developed and exchanged and teacher training programmed trialed and

implemented.

There is emerging the need for research into the methods and techniques of Multigrade Teaching. The

time is first approaching when all the endeavors of Multigrade education need to be tested so as determine what

works. Given the generally limited resources which are available to countries for the development of this type

of schooling, the researched and evaluated experiences of those countries which are in this field need to be

publicized with a view to saving unnecessary re-creations of the wheel, without interfering with the criteria of

flexibility and creativity which are essential to the Multigrade Teaching endeavor. As ancient as Multigrade

Teaching is, it is also one of the most innovative of educational practices when genuinely understood and

practiced.

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