Name: JOHN ALBERT S.

RECTO
Program: DOCTOR OF PHILOSOPHY IN READING EDUCATION________________

Annotated Bibliography with Insights

Theme LANGUAGE LITERACY

Working Title PUPILS’ LANGUAGE PERFORMANCE IN MULTIGRADE CLASSROOM: BASIS FOR ENHANCED
TEACHING AND LEARING STRATEGIES
Introduction
Multi-grade instruction has been widely adopted by educational systems in many developing countries such as the Philippines to
address geographical and economic needs (Bacani, 2014).

Researchers show that multi-grade schooling is a cost-effective means of raising participation rates and pupil achievement in poor
and remote areas and bringing it closer to marginalized communities (SEAMEO Innotech, 2014).

In the Division of Negros Occidental, comprising 37 multi-grade schools, multi-grade schooling becomes an integral part of the
educative process of children from the mountainous areas.

Multi-grade groups were combined classes for Kinder, Grades I and II, Grades III and IV, and Grades V and VI.

Hence, to address this gap, this study was conducted to identify whether teachers’ multi-grade classroom teaching and learning
strategies had influenced the pupils’ language performance. The results of the study formed the basis for the teachers’ enhanced
teaching and learning strategies.

Article 1 Annotation Insights

Title: English Language Classroom
Anxiety and Performance of
Senior High School Learners
Citation: Giuseppe, W., De Guzman, L., &
De Vera, P. (n.d.). English
Language Performance and
Difficulties of Pupils in the
It was clear that there are other elements, such
as students' concern about communicating with
professors and teachers' criticism, that influence
the anxiety level. Speaking in front of their
peers is a source of language anxiety for students,
according to Kitano (2001), who also noted that
fear of negative evaluation is a source of
For my action research, the digital
strategy adopted by the study's
researchers can assist me in
concretizing and operationalizing
literature-based instruction in my
school. Their method's several phases
(pre-production, production, and post-
 Mother Tongue -based (MTB)
Medium of Instruction.
https://files.eric.ed.gov/fulltext/EJ
1247323.pdf
Article 2
Title: English Language Performance
and Difficulties of Pupils in the
Mother Tongue – based (MTB)
Medium of Instruction
Citation: Giuseppe, W., De Guzman, L.,
& De Vera, P. (n.d.). English
Language Performance and
Difficulties of Pupils in the
Mother Tongue -based (MTB)
Medium of Instruction.
https://files.eric.ed.gov/fulltext
/EJ1247323.pdf
Article 3
Title: Improving student’s
Performance in English as
Language of
Learning and Teaching in
Teacher Pre-service Education
Citation: Hibbert, L., & Foncha, J. (n.d.).
language anxiety. This suggests that there is a
significant relationship between English
language anxiety and the respondents'
performance. This implies that their
performance is influenced by how anxious they
are about using the English language.
Annotation
Most educators "roughly agree" that
students' concurrent learning
of Mother Tongue with English is, in fact,
advantageous in this way. The two topics
work in tandem to help students improve
their language proficiency in the two
languages. The majority of the instructors
also stated that they "roughly agree" that
their professional capacity to instruct in both
the mother tongue and English in accordance
with the MTB-policies MLE's is adequate
without needing to negatively impact the
students' ability to learn both languages.
Annotation
In addition to the benefits of students
considering their own academic
According to Hibbert (2018), the purpose of
the research assignment that was assigned to
the students was to encourage their critical
thinking abilities.
production), which can assist
distinguish the educational techniques
I'll use in my research, are particularly
intriguing. I might need to do
additional research on the use of
literature-based instruction if I adopt
the research model utilized in this
study.
Insights
The participant used a negative
correlation that is indicated by the
correlation coefficient value (-0.236)
and data-collection methods used in
this research can serve as a model
for how I will engage my co-teachers
in my school for the action research.
It would be good for me to dive more
deeply into how multiple teachers
were involved in the research
process and how data from various
classroom sessions were collected
and managed. These details can help
me in fleshing out the Method
section of my paper.
Insights
For my action research, the digital
strategy adopted by the study's
researchers can assist me in
concretizing and operationalizing
literature-based instruction in my
school. Their method's several
 Improving student’s
Performance in English as
Language of Learning and
Teaching in Teacher Pre-service
Education.
https://files.eric.ed.gov/fulltext
/EJ1244221.pdf
Article 4
Title: Bani-Salameh, H. N. (2018).
Teaching Language Effects on
Students‫ ׳‬Performance. Health
Professions Education, 4(1),
27–30.
https://doi.org/10.1016/j.hpe.2
017.01.005
Citation:
a chance for them to discuss and question
one another's thinking.
Based on this concept, it was envisioned that
students would work together to develop
problem-solving skills and self-confidence,
which is a crucial factor to take into
consideration in language learning scenarios
where creative management and critical
thinking are essential. Students will learn to
view themselves and the world differently if
they investigate reflexivity, which is what we
as teacher educators must do.
Annotation
This study's objective was to examine how
the teaching language affected students'
performance. If tests were administered to
pupils in their native tongue, we anticipated
that they would perform better (Arabic). For
the purposes of comparison, we
administered the FCI standard test to our
students twice (before and posttest), in two
different languages: Arabic and English. To
our amazement, students' performance on
the pre-tests was unaffected by the exam's
language, and to further our surprise, on the
post-tests, they actually did better on the
English-language version of the test. One
important finding from this is that, whatever
the cause of students' subpar performance in
this class generally and It is prohibited to use
phases (pre-production, production,
and post-production), which can
assist distinguish the educational
techniques I'll use in my research, are
particularly intriguing.
Insights
The digital approach used by the
study's researchers can help me with
my action research so that I can
operationalize and concretize
literature-based instruction in my
school. They compared student
performance on the Arabic and
English FCI tests before and after
instruction, as well as the
percentages of right responses for
each of the 30 questions on the FCI
test for both versions—Arabic and
English—in pre-test (up) and post-
test (down). , which can aid in
differentiating the instructional
strategies I'll employ in my research,
are very fascinating.
 a language other than their own when taking
this test in particular. We anticipate that
whatever holds true for our students'
understanding of physics concepts should
hold true for other scientific disciplines, and
we look forward to working with our
colleagues to explore this hypothesis.
No specific grant was given to this research
by funding organizations in the public,
private, or not-for-profit sectors.

Article 5 Annotation Insights

Title: The Implication of Language
Background of
Students’ in Academic
Performance: Case of
Engineering University
Citation: Sanyang, E., Shamim, Md. R. H.
H., & Raihan, Md. A. (2021).
The Implication of Language
Background of Students’ in
Academic Performance: Case of
Engineering University.
https://doi.org/10.21203/rs.3.r
s-832392/v1
Languages have a significant impact on
students' social development and academic
success.
Perceived understanding ignites language.
Exposure to several languages encourages
research skills, increases social connection,
and encourages learning. The purpose of
background language is to significantly
improve their engineering knowledge and
enforce large exam scores. Languages should
therefore be regarded as a crucial
component of engineering education at the
university. Language deficient students
frequently performed worse than language
strong students. This acknowledged the
reality that the IUT in Bangladesh did not give
language studies the importance it required.
Finding the effects of language training in
engineering education may be crucial.
A model for how I will involve my co-
teachers in my school for the action
study may be found in the
participant's usage of a Correlations
between performance and writing
constructs and data-collection
techniques. It would be beneficial for
me to go more into the ways that
numerous teachers participated in
the research process as well as the
ways that data from various
classroom sessions was gathered and
managed. I can use these details to
expand on the Method section of my
article.
 Article 6
Title: Effectiveness of Multigrade
Instruction in
Lined with the K to 12
Curriculum Standards
Citation: Camongay, G., Aela, M.,
Lepiten, C., Pulvera, A., &
Suarez. (2021). Effectiveness of
Multigrade Instruction in Lined
with the K to 12 Curriculum
Standards. International
Journal of Innovative Science
and Research Technology, 6(3).
https://ijisrt.com/assets/uploa
d/files/IJISRT21MAR273.pdf
Article 7
Title: The Influence of Stress on
Annotation
Students can learn about how the teacher
instructs in a system with multiple grades
since their academic success reveals the
subject in which they do best.
Additionally, by using a multi-grade lesson
plan, the effectiveness of the teacher's
instruction delivery is effectively
communicated to the students, and this in
turn affects the teacher's performance
evaluation. Specifically, the substantial
association between the teacher's instruction
and the academic performance or
achievement of pupils in several grades, as
well as the significant relationship between
The effectiveness of the multi-grade
instruction in compliance with the Kto12
curricular standards is ensured by the multi-
grade lesson design and delivery. Multi-grade
is a given in the educational system,
particularly in hilly locations.
Annotation
According to this study's findings, it has been Data for this study were gathered
Insights
The objective of this quantitative
study is to determine effectiveness of
a teacher's instruction in a
multigrade classroom context. The
Lesson serves as the study's
independent variable.
Teacher, student, and design are the
dependent variables.
transmission of instruction. This
research makes use of the
descriptive
using the correlation method to
establish a connection between both
the dependent and independent
variables. Other The study's variables
relate to many aspects of a multi-
grade instructor about one's
credentials and instructional
experiences, personality traits, and
professional conduct, as well as
teaching abilities. As opposed to that,
exemplification, use, and integration
are the components of the
instruction delivery.
Insights
 Professional Satisfaction of
Multigrade
Teachers: Evidence from the
Philippines
Citation: Rotas, E. E. (2021). The
Influence of Stress on
Professional Satisfaction of
Multigrade Teachers: Evidence
from the Philippines.
International Journal of
Pedagogical Development and
Lifelong Learning, 2(1), ep2104.
https://doi.org/10.30935/ijpdll/
9732
determined that Multigrade instructors have
a modest amount of stress, although they are
able to the strains and pressures of teaching.
Nevertheless, it is advised that School
administrators may hold a lecture on
managing behavior issues and choosing the
most effective multigrade teaching
strategies, learning activities, and
instructional materials that instructors find
to high-stress activities.
Additionally, it has been discovered that
multigrade instructors are highly appreciative
of their work; yet, it is advised that a
stakeholders' conference be held to
discuss the demands of multigrade schools
for a fit and productive environment.
Last but not least, multigrade teachers' stress
does not affect their professional
contentment Studies could be carried out to
further examine and investigate the notion
regarding the connection between the two
variables in additional contexts with a
broader range. Additionally, situational
analysis study on multigraded professionals'
high levels of professional
satisfaction teachers.
Given that this study solely examined the
relationship between stress and satisfaction,
it will be more difficult to draw general
conclusions from it.
as satisfaction is a composite, it would be
using the Professional Satisfaction
Scale (20 items) and the Chronic
Stress Scale (35 items). The
questionnaire items were created
based on the researchers' readings of
the literature. Both surveys'
psychometric qualities were
established. To determine content
validity, these were examined by the
professional validators. Both
questionnaires received a weighted
mean of 4.84, indicating very high
validity.
In order to assure reliability, a pilot
test was also carried out. Both
questionnaires received praise for
their great dependability, scoring
0.99 and 0.91 on the Cronbach's
alpha, respectively. Weighted mean
and standard deviation were used to
analyze the data that had been
collected. The two factors were also
measured and described using a five-
point Likert scale. Because of this,
the strength of a linear link between
the two variables was determined
using Pearson Product Moment
Coefficient Correlation. Since the
collected data complied with the
assumptions of normality and
 thorough to investigate additional variability, Pearson r had to be used
components. due to a variety of in this investigation. At a significance
circumstances surrounding the workplace. threshold of 0.05, all tests were
conducted.

Article 8 Annotation Insights

Title: Achievement effects of
multigrade and monograde
primary schools in the Turks
and Caicos Islands.
International Journal of
Educational Development.
Citation: Berry, Chris. (2001).
Achievement effects of
multigrade and monograde
primary schools in the Turks
and Caicos Islands.
International Journal of
Educational Development. 21.
537-552. 10.1016/S0738-
0593(01)00014-1.
This article reports on a study that compares
the reading progress of students in
multigrade schools with the reading progress
of students in monograde schools. The
research was conducted in a small island
state in the Caribbean. The results of the
study indicate that multigrade schools are
particularly effective at promoting the
reading progress of low-achieving students. It
is hypothesised that this is partly because of
differences in the approach to instruction in
multigrade and monograde classrooms.
Whereas monograde classrooms tend to be
characterised by undifferentiated whole-class
teaching, in multigrade classes students have
more opportunity to engage in small-group
work. The implications of the findings are
explored for policy, practice and research.
The digital approach used by the
researchers of this study can help me
concretize and operationalize
literature-based instruction in my
school for my action research.
Particularly interesting is how their
method involves clear phases (pre-
production, production, and
postproduction) which can help
demarcate the teaching processes I
will implement in my research.

Article 9 Annotation Insights

Title: Achievement effects of In this article, the reading progress of kids in A chi-square test for independence
 multigrade and monograde
primary schools in the Turks
and Caicos Islands
ARTICLE
Citation: Berry, C. Achievement effects
of multigrade and monograde
primary schools in the Turks
and Caicos Islands.
International Journal of
Educational Development,
21(6), 537-552. Elsevier Ltd.
Retrieved October 18, 2022
from
https://www.learntechlib.org/p
/200167/.
Article 9
Title: Language Proficiency and
Students Behavior in the
Classroom: A Comparative
Study
Citation: Goodwin, W., Mishref, K., &
Abdullah. (n.d.). Language
Proficiency and Students
Behavior in the Classroom: A
Comparative Study. 8(1), 83–
95.
https://doi.org/10.26655/mjltm
.2018.1.2
multigrade schools is contrasted with that of
students in monograde schools. A small
Caribbean island nation hosted the research
there. The study's findings suggest that
multigrade schools are particularly good at
accelerating the reading development of
underachievers. This may be in part because
multigrade and monograde classrooms
employ different instructional strategies.
Multigrade classes give pupils greater
opportunities for small-group work than
monograde groups, which often include
homogeneous whole-class instruction. The
findings' ramifications for policy, practice,
and research are examined.
Annotation
The effects of a teacher's proficiency and
level of Language proficiency has long been a
topic of discussion among academics.
Numerous studies support the idea that
teachers should be proficient in ESL.
Instruction in (English as a Second Language)
is directly related to the knowledge
acquisition by the pupil. The instructional
techniques and activities directly impact
students' conduct in the classroom.
pupils in classes for second languages.
In an effort to fully comprehend the student's
a viewpoint on how student performance
and language ability interact
examines the relationship between
two variables in a contingency table.
It checks to see if the distributions of
category variables differ from one
another more broadly.
Insights
A questionnaire was used to gain an
insight on the student’s perceptions
of their ESL teachers. The
questions were carefully developed
to cover the spectrum of the study. A
total of 48 questions were developed
to
be ranked on a Five
-point scale i.e. (4) meaning strongly
agree, (3) meaning agree, (2)
meaning neither agree nor
disagree, (1) meaning disagree, and
(0) meaning strongly disagree
The questionnaire was administered

Article 10
Title: Comparative analysis of the
results of multigrade and
singlegrade classes based on
indicators of educational
productivity and efficiency: A
case study of Bandar Abbas city
primary and secondary schools
Citation: Motamedi, V., & Khajouie, F.
(2020). Comparative analysis of
the results of multigrade and
singlegrade classes based on
indicators of educational
productivity and efficiency: A
case study of Bandar Abbas city
primary and secondary schools.
Journal of Education and
a quantitative research was done to
determine student. Recognize the student's
perspective on the subject. An inquiry form
was designed with the intention of obtaining
the necessary data from the participants.
The outcomes made it quite evident that the
teacher's the relationship between language
and learning style competence influence on
how well-off ESL students are. The outcomes
showed the need for creative and efficient
second language learning methods
educating students to ensure their learning
Annotation
Research shows that in developing countries
where multi-grade classes are predominant,
particularly in rural and remote areas, these
classes are practical and address the issues of
many small rural schools which do not have
sufficient numbers of children.
The differences in productivity and efficiency
between multi-grade and single-grade classes
are important.
First, there is a significant difference in terms
of social productivity and social skills in the
multi-grade classes compared to the single
grade classes.
The results of this study can be useful for
teachers, educational planners, principals,
and educational authorities to identify the
in their native language to avoid any
discrepancies in interpretation.
The responses for each question
were tabulated individually, but the
mean value was calculated for each
category
and analyzed to improve the
credibility of the research. The
calculation of mean allowed for a
thorough
interpretation of results and
inferences.
Insights
Data collection tool was four
researcher-made questionnaires for
teachers, principals, parents, and
students. Social skills require learning
experiences and learning processes
while social growth takes place by
self and does not require social
relationships. Performance of
students in multi and single grade
classes past documents (promotion
rate, rejection rate, completion rate,
and retention rate) were used.
 Learning (EduLearn), 14(2),
227–233.
https://doi.org/10.11591/edule
arn.v14i2.15871
Article 11
Title: Language Learning Strategies
and Students' Performance in
ESL Classrooms
Citation: Khan, Arshad & Rashid, Sayyed
& Shah, Ali & Ahmad, Hussain.
(2020). Language Learning
Strategies and Students'
Performance in ESL
Classrooms.
role of productivity and efficacy in the
academic achievement of multi-grade
students.
In general, based on previous research and
also the results, this study found that
education in multi-grade classes is a factor
for social skills development.
Annotation
This study investigates the relation of
language learning strategies, memory,
cognitive, compensation, metacognitive,
social and affective strategy with the
language performance of undergraduate
students in ESL classroom.
Data from the sample of 97 male and 63
female learners in a private university was
collected through Strategy Inventory for
Language Learning (SILL) by Oxford (1990),
which is based on 50 items on the pattern of
five-point Likert scale.
Students' GPA scores were collected for the
relevant course in order to examine language
performance.
The cognitive and memory strategies were
more significant while social and affective
strategies were least significant.
The study also revealed that female students
used strategies more than male students,
however gender did not play any significant
role in language performance.
Insights
Document analysis was used as the
first data gathering tool and was
based on the participants' English 1
exam section results.
The frequency of participants'
strategy use was assessed using the
Strategy Inventory for Language
Learning (SILL), a supplementary tool.
Oxford first released SILL in 1985,
and the updated version followed in
1990. Students are asked to rate
statements on a 5-point Likert scale
using the SILL self-scoring
questionnaire. These questions on
the survey are based on Oxford's
(1990) classification of strategies,
which includes the strategies for
memory, cognition, compensation,
metacognition, affect, and social
behavior that were already
discussed.
 Article 12
Title: The Implication of Language
Background of
Students’ in Academic
Performance: Case of
Engineering University
Citation: Sanyang, E., Shamim, Md. R. H.
H., & Raihan, Md. A. (2021).
The Implication of Language
Background of Students’ in
Academic Performance: Case
of Engineering University.
https://doi.org/10.21203/rs.3.r
s-832392/v1
Article 13
Title: A comparison of the academic
achievement of students in
multigrade elementary
classrooms and
students in self-contained
single-grade elementary
classrooms
Annotation
French, Arabic, and English are the three
languages that the OIC recognizes as official.
It is advised that all three languages be
taught at the departmental level in order to
lessen the impact of background language,
which might allow graduates to find
employment in various OIC nations. It is
advised that teachers provide students some
of the foundational courses in the languages
they are most comfortable with. Using team
teaching, focus groups, online support, etc.,
might make this practicable. In the future,
appropriate procedures and regulations for
handling student assessments in various
languages may be suggested.
Annotation
In order to determine whether there is a
difference in academic achievement between
kids enrolled in multigrade classrooms and
those enrolled in single grade classrooms,
this study analyzed the academic
achievement of 288 students in grades 5-8.
The Cognitive Abilities Test results of the
Insights
The study's main goal was to
evaluate the effects of students'
linguistic backgrounds on their
academic performance at IUT. This
study used a sample of 250 students
from six departments to look at the
effects of background language
components on scholastic
achievement. We identified the
following constructs from our study:
writing, speaking, perceived
understanding, reading, and
assessment. Both frequency analysis
and correlation analysis were used to
examine the construct and the
influence of each student's individual
items. We presented our findings in
regard to the aforementioned
constructs in the subsection that
follows.
Insights
In order to determine whether there
is a difference in academic
achievement between kids enrolled
in multigrade classrooms and those
enrolled in single grade classrooms,
this study analyzed the academic
achievement of 288 students in
Citation: PAWLUK, S. (1993). A
Comparison of the Academic
Achievement in Multigrade
and Single-grade Elementary
Church-school Classrooms.
Journal of Research on
Christian Education, 2(2), 235–
254.
https://doi.org/10.1080/10656
219309484786
Article 14
Title: The Influence Of Multigrade
Teaching On Students'
Academic Achievements.
Citation: Search Programmes. (n.d.).
EERA. Retrieved October 19,
2022, from https://eera-
ecer.de/ecer-programmes/con
ference/23/contribution/4436
4/
children were used as a covariate in a
multifactor analysis of covariance to
statistically assess the standardized test
scores for reading, math, social studies, and
science. A number of other observations
were obtained in addition to the statistical
data. According to the data, there is no
discernible difference between pupils in
multigrade classrooms and those in single-
grade classrooms in terms of academic
achievement at the.05 level. Consequently,
the classroom's design as a whole, becomes a
non-factor when organizing or picking classes
or schools. The results also showed that,
even when assessed by the student's gender
or the subject area, there were no
statistically significant differences between
the achievement scores of the children in
multigrade classrooms and those of the kids
in single grade classrooms.
Annotation
The academic outcomes for pupils in
multigrade classes are the main subject of
this study. The purpose of the study is to
determine whether or not students in
multigrade classes get the same results as
students in single-grade classes. It also looks
into whether gender affects how multigrade
structures work. It also investigates if
academic performance for 9-year-old
grades 5-8. The Cognitive Abilities
Test results of the children were used
as a covariate in a multifactor
analysis of covariance to statistically
assess the standardized test scores
for reading, math, social studies, and
science. The statistics data are
accompanied by a many additional
observations were made. According
to the data, there is no discernible
difference between pupils in multi-
grade classrooms and those in single-
grade classrooms in terms of
academic achievement at the.05
level. As a result, while organizing or
picking schools, the classroom layout
in and of itself becomes a non-factor.
Insights
Data on 8568 nine-year-old children
made up a nationally representative
sample. At the age of nine, more
than 2700 of these kids were
enrolled in multigrade programs.
Academic outcomes data reported in
this study are gleaned from norm-
referenced reading and mathematics
assessments administered as part of
 students in classes where professors teach the study.
two, three, or four different grade levels
differs.

Article 15 Annotation Insights

Title: Reading Comprehension of
Multigrade Pupils in San Jose
District
Citation: Reading Comprehension of
Multigrade Pupils in San Jose
District - Term Paper. (n.d.).
Www.termpaperwarehouse.c
om. Retrieved October 19,
2022, from
https://www.termpaperwareh
ouse.com/essay-on/Reading-
Comprehension-Of-
Multigrade-Pupils-In/300620
The primary goal of this study is to assess the
reading proficiency of the chosen multigrade
students for the 2013–2014 academic year in
the San Jose District. This research
specifically sought to respond to the
following questions: 1. How might the
reading proficiency of the San Jose District's
chosen multigrade students be described in
terms of: 2.1-word recognition; 2.2
comprehension; and 2.3 reading level 2?
What issues are there that are affecting the
respondents' reading abilities? 3. What
remedies are suggested to deal with the
issues affecting the respondents' reading
performance? 4. What are the study's
managerial implications for education?
Data that answers the research
questions will be gathered through a
test, interview and observation. No
experimental variables will be
manipulated and the main concern is
to describe the status, profile and
occurrences of the variables. The
result of their Phil-IRI test will be
used to determine the reading
performance of the pupils.

Other Related Research

1. Berry, C. (2001) Achievement effects of multi-grade and monograde primary schools in the Turks and Caicos Islands.
International Journal of Educational Development , Vol.21,No.6,pp.537-552
2. Juvane, V. (2005). Redefining the role of multi-grade teaching. ADEA Working Group on the Teaching Profession at the
Ministerial Seminar on Education for Rural People in Africa: Policy Lessons, Options and Priorities, hosted by the
Government of Ethiopia, Addis Ababa, Ethiopia.
 3. Pridmore P. (2007). adapting the Primary School Curriculum for Multi-Grade Classes in Developing Countries: A Five-step
Plan and an Agenda for Change. London: Institute of Education , University of London.

Research Questions
1. What is the teachers’ frequency of use of preferred teaching strategies in multi-grade teaching English, MTB-MLE, and Filipino?
2. What is the pupils’ language performance in school year 2023-2024?
3. Is there a significant correlation between the teachers’ frequency of use of preferred multi-grade teaching and learning
strategies on pupils’ language in English, Hiligaynon and Filipino?