The Exploratory Case Study of Multigrade Teachers’ Diverse Experiences

Abstract

The Multigrade Education is one of the Department’s strategies to provide access

to quality education for all school-age children in remote communities where enrolment
does not warrant the organization of monograde classes of DepEd Order 81, s. 20009.
This qualitative study aimed to explore the diverse experiences of multigrade teachers in
the new normal education. The Colaizzi’s (1978) thematic analysis method was used to
analyze the themes. This study used exploratory case study as a research design. There
are five (5) participants of this study that are multigrade teachers handling intermediate
grades with teaching experienced for more than 3 years in multigrade classes. The diverse
experiences of multigrade teachers were clustered into five major themes based on the
findings. (1) Multigrade teacher as a confused and exhausted learning facilitator; (2)
Multigrade teachers needing sustained support; (3) Multigrade teacher with fluctuating
morale for work yet resilient and passionate multitasker; (4) Multigrade teacher with
complex tasks to deal with diverse learners. The findings of the study emphasized that
multigrade teachers have diverse experiences on preparing the lessons, crafting
instructional materials, delivering teaching strategies and managing and accessing
learners with diverse abilities. Multigrade teachers' sacrifices in the new normal to meet
the requirements of every child are commendable. They put in far too much effort to
ensure that the learners' do not fall behind.
Keywords: diverse challenges, diverse learners, multigrade teachers, new normal
education, training designs
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1 Introduction

Multigrade teaching is considered to be an instructional arrangement where

children of more than one grade are taught together by a single teacher in the same
classroom. In the other type of setting, separate classrooms for different grades are used
by a single teacher to teach these grades at the same time. Both multi-grade and multi-
class teachings need careful planning and preparation in order to organize instructional
activities in the classroom (Aryal et al., 2003).
Teachers are one of the essential instruments in delivering quality learning. Due
to the emergence of COVID-19 in the Philippines, a lot of changes happened in the
educational landscape. One of these is the mode of instruction that was implemented by
the Department of Education. The current COVID-19 crisis has obliged most education
systems to adopt alternatives to face-to-face teaching and learning (OECD, 2020).
Teachers play a vital role in the continuous delivery of quality education amid the
pandemic. Teachers were highly aware of the presence and consequences caused by the
COVID-19 pandemic. Despite the threats of the COVID-19 pandemic, teachers continue
to serve by formulating modules as the learning guide of students. On the other hand, the
Multigrade Education is one of the Department’s strategies to provide access to quality
education for all school-age children in remote communities where enrolment does not
warrant the organization of monograde classes of DepEd Order 81, s. 20009.
In light of these circumstances, it is deemed significant to reveal how pre-existing
challenges affected multigrade teacher experiences during the new normal education and
if this new mode of learning has added new challenges to the existing ones. When it
comes in preparing lessons, maintaining classroom management, assessing learner with
diverse abilities, crafting differentiated materials and delivering teaching strategies. Thus,
the themes of this study are the primary experiences of multigrade teachers in delivering
flexible learning in the new normal education.
Objective
This study aimed to explore the diverse experiences of multigrade teachers handling
intermediate grades in the new normal education in aspects of: 1.1 preparing the
lessons;1.2 preparing the instructional materials;1.3 classroom strategies;1.4 assessing
learners with diverse abilities.
2 Materials and Method
Study Design
This qualitative study used exploratory case study to explore the diverse
experiences of multigrade teachers in the new normal education. It undertakes the
exploration through variety of lenses in order to reveal multiple facets of the phenomenon
(Baxter & Jack, 2008). In case study, a real-time phenomenon is explored within its
naturally occurring context, with the consideration that context will create a difference
(Kaarbo & Beasley, 1999).
The exploratory case study (ECS) type of qualitative research design had been employed
in the research which is the collection of qualitative data. In this research design, the
researcher had little control of the events; rather it focused on the phenomenon, in the
reality of event, as the context of the study (Yin, 2009)
Study Locale
This study conducted in the three cities or municipality in
Caraga Region: Butuan City, Bayugan City, and
Buenavista. The selected schools are Sinaka IPED
Elementary School in Butuan City, Linaw-linaw
Elementary School in Buenavista, Agusan del norte as
well as the schools of New Katipunan Elementary School and Dalikan Elementary
School located in Bayugan City, Agusan del sur province.

Participants of the study

The participants of this study are multigrade teachers handling intermediate grades. The
participants have teaching experienced teaching intermediate grades with more than 3
years of experiences in teaching multigrade classroom.
Data Collection
The interview was conducted according to the participants' convenient time through a
zoom interview using the validated questionnaires. The interview was carried out for
about 45-60 minutes. Additionally, the participants' responses are recorded through video
recording using the zoom app to ensure that all the uttered words were valid for this
study. The researchers continued to interview participants until saturation responses were
manifested.
After the interview, the recorded data were transcribed and carefully analyzed to get the
exact message of the participants. After the analysis, 131 significant statements were
identified, and the meanings were formulated and classified into clusters. Themes were
constructed based on the codes and categories drawn through analysis.
Data Analysis
This study used Colaizzi’s 7 steps for thematic analysis cited in Morrowet.al.
(2015) which has similarities to Braun & Clarke (2006).), for identifying, analyzing, and
reporting patterns within data. The seven steps are as follows: Step1. Familiarization.
Step 2. Identifying significant statements. Step 3. Formulating meanings. Step 4.
Clustering themes. Step 5. Developing exhaustive description. Step 6. Producing the
fundamental structure. Step 7. Seeking verification of the fundamental structure.
Ethical Considerations
Voluntary Participation and Consent. The researchers asked for permission from
the supervisors of each school and were given formal letters. Refusals from the
participants were considered. Confidentiality. The Economic and Social Research
Council (ESRC) states that: “The confidentiality of the information supplied by research
subjects and the anonymity of respondents must be respected.” The researchers ensured
the confidentiality of the recorded utterances by using code names to protect their
identities. Reporting of Research Result. Accurate transcribing will be appropriately done
as evidence to prevent biases in reporting the result. Privacy and Anonymity. The diverse
experiences of multigrade teachers in the new normal education are a sensitive topic, so
this study has a code for each participant to protect them and keep their privacy.
3.0 Results and Discussion
Thus, the findings discussed follow the sequence according to the specific
purpose of the study.
Purpose 1: The diverse experiences of multigrade teachers in the new normal
education in terms of:
1.1 Preparing the instructional materials
“…compared to mono…almost.. times two ang kabu-
kadaghanon or kakuan ang iprepare sa teacher or saakoa nga bahin.”
MT4, 89-90
[“In preparing instructional materials, multigrade class is
heavier compare to monograde” MT4,89-90]

Teaching multigrade classes is very challenging. Teachers complained of a lack of

sufficient time in handling classes (Mulryan-Kyne, 2004).
1.2 Classroom management

“Handling lahi-lahi ug kinaiya sa usa ka classroom is very

challenging for me as a teacher. Dle nimo ma dali2 ug badlong kay isa
ra ka unya daghan sila. Lahi2 pod ilang pagsabot once badlungon
nimo sila. Usahay mapungot najud ka kay dle mutuo ug badlungon.”
MT3, L99-102
[“Handling different behaviors in one classroom is very
challenging for me as a teacher. You cannot easily instruct each of
them because they are many. Also, they have different reactions once
you will tell them to behave. Sometimes I feel so drained because they
will not listen to you”] MT, L99-102
Naparan & Alinsug (2021) stated that the multigrade teachers in some rural
elementary schools in the Philippines described that handling multigrade classes required
classroom management, collaborative learning, differentiated instruction, connecting the
teaching to real-life situations, and integrating technology in teaching using digital tools,
and this needs flexibility of the teacher.
1.3 Classroom strategies

“Para sa ako, lisud man jud to atong wapay pandemic, mas

samot karun labi na ako kay walay trainings related sa pag
handle ug multigrade. Lisud jud kayo sa ako na part kanang
usahay ma blanko naka unsay angay himoon? Although naka
adjust nako atong face ro face pa pero karun nga new normal na
lisud jud mo implement ug strategies.” MT4, L204-205
[“For me, I know it was difficult before pandemic, how much
more today especially that I did not attend trainings related to
multigrade teaching. It is difficult for me to deliver teaching
strategies to the point that I do not know what to do. Although I
 already adjusted before but during the new normal is a new
challenge for me.”] MT 4, L204-205

The multigrade teachers are challenged pedagogically in terms of grade grouping

and medium of instructions conflict, planning the lessons, unfocused instruction,
insufficient materials for learners, lack of training for multigrade teaching, and the
presence of perceiving the effectiveness of multigrade teaching negatively (Bongala et
al., 2020).
1.4 Assessing learners with diverse abilities

“I-classify nimo sila,..naa ma’y mga activities nga imong

ihatag, so makita nimo nga dili gyud sila kapareha ug level sa
understanding sa activity nga imong gihatag. So, after sa imong
assessment imo siyang i-lahi nga grupo, ibutang ta set A ni siya, then
sa average nga level set B, then sa fast set C challenge jud sya a
teacher”MT2, L177-181
[“You have to classify them.. when you give them activities,
you can notice that they have different level of understanding. When
you figured out those students with same level of capacities. Like you
will assign them for the set A then for average level for set b and then
set C.”] MT2, L177-181

Multigrade teaching can be experienced as challenging as the teacher needs to

vary his/her instructional materials and activities to accommodate the needs of the
children of different grade levels and ages (Quail & Smyth, 2014).
Theme 1: Multigrade Teacher as a confused and exhausted learning facilitator.
1.1 Confused learning assessor of learners with diverse needs.
“75 percent wala jud silay reading comprehension. Then,
aside sa walay reading comprehension mostly is naa pa sila sa
frustration level although hapit na mag end of school year. So, ing ana
pa ghapon ilang reading level” Multigrade” MT4.L69-71
[“75 percent of the class lacking of reading comprehension
also they still have the frustration level even though the school year is
about to end”]MT4, L69-71
Teacher 4 found it challenging to cater the needs of the learners on each of the
learners specifically to their academic problems such as reading comprehension and math
problems or any areas.
1.2 Engaged in multitasking as a manager of two or more grade levels.
“yung mga activities na kailangan mong gawin sa kanila iba-
iba dapat ‘yon, kasi yung mga bata na mas marunong na eh mabo-
bored ‘yon...” MT1, L26-29
[“The activities we need them to do should be different,
because the learners who knows might get bored”] MT1, L26-29

Teachers handling multigrade classes need more time to prepare lessons or craft
differentiated materials since they manage two or more grade levels. They will prepare
double, which can cause to create not quality products for the learners because there is
not enough time. The lessons and IMs for multigrade classes should be made exclusively
for them.
Theme 2: Multigrade Teachers Needing Support
2.1 Relationship with Parents
“Giving feedback to parents concerning their child’s
progress because they are the ones who can assist the child during
modular classes.” MT3, L69-70
[“I establish a support system from the parents through
constant communication which is very essential, especially during
modular classes. Establishing good communication with parents
helps me ease my job in monitoring my pupils.”] MT3, L69-70

Basically, all teachers need a support system from the parents in assessing
learners at home. It has been mentioned that interactions between the parents of the
learners are being practiced.
2.2 Relationship with fellow teachers

“I always consult with them about things that I can

possibly do to improve my ways of teaching particularly in
handling the behaviors of my pupils. Also, I always listen to their
advice and always have smooth conversations with them.” MT3,
L76-78
“Sa kuan there must be unity…you need to have unity
with your team in order for your interventions to kuan to provide
effectiveness sa mga bata...” MT5, L169-173
[“There must be unity… you need to have unity with
your team in order for your interventions to provide effectiveness
to the students…” MT5, L169-173]

Based on their responses, teachers experienced a good relationship with their co-
teachers. They were always open to given pieces of advice and suggestions on improving
their teaching styles to aid the learners' learning styles
2.3 Relationship with administrator

Strong teacher-administrator relationships cultivate a positive school culture, help

teachers “buy in” to school policies and requests, and ultimately lead to better classroom
instruction. These relationships also help minimize teacher burnout.
“And I don’t have problems with my companions in
school because my school head and co-teachers are kind and
they always extend their helping hands for me...” MT3, L85-88
“Continuous communication with them, GPTA meeting
of course isa jud na siya. House to house visitation with the
parents of course with the stake holders, the local government
unit of the barangay kana….” MT5, L160-164
Theme 3. MGT having fluctuating morale for work yet resilient and passionate
multitasker
3.1 Self-Motivator

“I always think of my pupils. They need me to educate them. Teach

them life lessons they can bring as they grow up. I can see myself in
them where I need somebody to help me making my assignment,
reports, and etc. but no one can assist me. This reason has sustained
my motivation to keep going. I will teach my pupils in all the ways I
know.” MT3, L94-97

The teacher stated that he/she ignored the challenges faced in handling multigrade
classes and chose to motivate himself that learners need them in the first place. His/her
experiences led him to be a dedicated facilitator.
3.2 Resilient

“In order for you to cater other grades, you can give another
activities..other sets of activities so that you can cater the other set of
learners nimo diraa sa specific grade” MT5, L75-76
[“In order for you to cater other grades, you can give another
activity, other sets of activities so that you can cater the other set of
learners in a specific grade that you have.” MT5, L75-76]

As multigrade teachers, they do everything to impart learnings despite inadequate

facilities, learning materials, and even lack of teachers to cope with and achieve quality
education as mandated by the Department of Education. (Hyry-Beihammer & Hascher,
2015). 

3.3 A confused multigrade teacher but optimistic goal setter

“Kung unsa ka lisod dili ko ingon nga mo atras na

dayon, mo suko na dayon sa mga challenges kay naa na man ta
ani nga trabaho….” MT2, L244-253
[“Even it is hard I don’t easily give-up. Giving up in
challenges because we are in this profession……” MT2, L244-
254]
They experienced challenges in the teaching process, but still, they don’t give up
because they know their job and role. They always think positively every step of the way.
Optimism has been defined as an emotionally intelligent attitude, one which
provides a person with the strength to persist throughout life (Goleman, 1995).

3.4 Passionate Multitasker

“Parang sinasabi ko nalang ‘mga bata ko to, kailangan ko
tong turuan’.” MT1, L176
[“In my thoughts I said these lines’ this is my students, I need
to teach them” T1,176]
 “Maybe because I am a mother, have passion in teaching, I
love teaching kids…” MT1, L12-14

Fried (2001) describes a passionate teacher as someone who is in love with the field of
knowledge, deeply excited about the ideas that change our world, and closely interested
in the potentials and dilemmas of young people who come to class every day.

3.5 Fluctuating Morale

“Pero meron talaga yung times, hindi mo yan masasabi na wala, hindi
ka perfect, walang perfect na teacher, talagang ibinabalik ko lang yung
reason bakit ako nag te-teach.” MT1, L182-184
[“But there are times, that you can’t say it is gone, youre not
perfect, there are no perfect teachers, I remind myself the reasons why I
teach” MT1, L182-184]

Black (2001) stated that when teacher morale is high, students typically show
high achievement; and in contrast, when teacher morale is low, achievement drops and
other problems begin to surface.
3.6 Good Classroom Manager

“I maintain classroom management by imposing my

classroom rules. Every day, before I start my classes I always allow
them to recite the rules until it is instilled in their minds.” MT3, L60-62
Implementing classroom rules can be a solution to maintain a classroom management.
Theme 4. Multigrade Teacher complex task to deal with diverse learners of varied
needs
4.1 Diverse learning needs
“kung dili nimo ma continue ang pag assess nimo sa
ilaha or kanang ma monitor nimo sila daily, wala lang pud sa
ilaha kay dili lang man pud sila magpakabana.” MT2, L222-225
[“If we can’t continue assessing them or monitor them
daily, it won’t matter to with them either” MT2, L222-225]

4.2 Learners are motivated to answer the modules merely for compliance not
for learning.
“So, kung tan awon gyud layo ra kaayo ang
learning sa mga bata karong panahona murag as in for
compliance lang jud kumpara atong ga face-to-face…...” MT4,
L109-123
[“So, as you can see the gap in learning this
time for the students arevery far for them it is only for
compliance compared before in face to face”] MT4, L109-123
Propositions
 The two propositions that follow are consciously recognized from a variety of
topic that describe the diverse experiences of multigrade teachers in the new normal
education.
Proposition 1. Provision of both professional and personal trainings for multigrade
teachers promotes work morale.
The teacher will have a hard time designing and creating activities for a
Multigrade class. It requires more discipline, higher concentration, and more focused.
Besides, learners’ achievement may be inadequate if programs do not have the required
resources and teachers are not adequately trained.
Teachers feel that there is too much work in multigrade classrooms from
preparing lesson plans, classroom management techniques, educational facilities,
instructional materials, and community support that contribute and improve learning
outcomes.
According to Mulaudzi (2016), there are several problems experienced by
Multigrade teachers in primary schools at Nzhelele East Circuit, Africa, namely:
curriculum organization, work overload, classroom management, learner performance,
and lack of support. All these are contributing factor for teachers’ low morale.
In the Philippines, the most common problems in multigrade classrooms are
preparation and planning of daily lessons, the inadequacy of instructional materials,
classroom management supervision, familiarity of different schemes in teaching
multigrade classes, application of teaching methodology in real teaching-learning
situations, lack of school facilities, schedule of activities, big class size, poor working
conditions of teachers, inadequate pre and in-service training of teachers in specific skills
related to multigrade teaching, and concern about the academic achievement of children
(Mirando, 2012, p. 117)
Providing adequate training for multigrade teachers can enhance effectiveness in
implementing strategies used for the learners. Being well- equipped in varied trainings
both personal and professional will lead them to be buoyant over challenges, thus
increasing their moral for work. They should not be limited for varied opportunities to
develop their skills. They need to hone to deliver quality education which is the main aim
of the Department of Education.
Proposition 2. Establishing harmonious relationships among multigrade teachers,
parents, co-teachers, administrators, and the community must be sustained leading
for potential educational progress.
Supporting teacher initiatives and communities of practice will lead to a more
effective crisis response: Teachers around the world have highlighted the importance of
collaboration and professional relationships with colleagues to improve their teaching
practice. While the nature of the current pandemic has made it difficult for teachers to
engage in face-to-f ace activities with peers, there are many examples of teachers
connecting virtually to support each other through peer professional and psychosocial
support, including mobile coaching and mentoring, even in crisis contexts (UNESCO
2020).
 This research highlighted the support of the parents, co-teachers, and
administrators for multigrade teachers. This movement can create a harmonious
relationship between the significant people necessary to develop a meaningful teaching-
learning process. Teachers and other education personnel are more than service
providers; they are rights-holders, potentially powerful agents of positive education
reform, and should therefore be included in the formulation of the response to the
COVID-19 crisis that is very significant in providing effective learning.
Managing time effectively as well as maintaining parent and community
relationships are the aspects needed to be promoted to build fruitful multi-graded
teaching and learning experiences (Mulyran-Kyne, 2007).
5.0 Conclusion and Recommendations

This study found out that multigrade teachers need to be provided both
professional and personal trainings for multigrade teachers to promote ones’ work
morale.In addition, there is a need to establish harmonious relationships among
multigrade teachers, parents, co-teachers, administrators, and the community must be
sustained leading for potential educational progress. All these will equip them to be
potential learning facilitators with learners of varied needs. In addition, they will also be
confident, courageous, risk takers as multigrade teachers as they develop their creative
and critical thinking in making decisions on multigrade classes issues.
Challenges in preparing lessons, Crafting Instructional Materials, Classroom
Management, Teaching Strategies, and Assessing learners with diverse abilities have
been experienced by multigrade teachers even before and it made heavier today. They are
having difficulty assessing learners in the newly adopted mode of learning.
Thus, these challenges are not a hindrance for them to stop teaching learners.
They became resilient individuals to cope with the challenges experienced. They initiate
a movement that can aid the difficulty in the new mode of learning, such as: Taking the
initiative to fuse the essential competencies, crafting localized and indigenized IMs,
conducting home visitation, following the budget of works emphasized in multigrade
curriculum, and suggesting experts re-engineer multigrade curriculum with coherent
objectives learning activities and learning assessment, innovating teaching strategies
fitting for multigrade class and enhancing motivational teaching approaches for
individual needs.
Moreover, these movements can deliver quality instruction despite the challenges
of the pandemic.
As a result of this exploratory case study, the researchers have the background on
the experiences of multigrade teachers handling intermediate grades. The researchers
proved that multigrade teachers are indeed heroes in the life of the learners because their
situation is very challenging, but they still can afford to stay optimistic and resilient
instead. Multigrade teachers' sacrifices in the new normal to meet the requirements of
every child are commendable. They put in far too much effort to ensure that the learners'
do not fall behind.

Recommendations
Based on the findings of the study, the researchers highly recommend the
following: DepEd Officials should make interventions on how to improve multigrade
teachers’ teaching skills in handling the learners with diverse experiences. Teachers’
must undergo trainings or programs such as enhancing their expertise in terms of:
preparing the lessons on time, crafting differentiated materials suited for the learners’
needs, delivering effective teaching strategies, managing good classroom management,
stress management, morale and values enhancement seminar –workshop.Sustained
support system for multigrade teachers from stakeholder, DepEd official, experts, and
teachers, and community in terms of training, providing resources and facilities is
recommended.Future researchers are encouraged to visit other issues in multigrade
teaching in area of curriculum, strategies, assessments, classroom management, stress
management, and teachers’ morale issues for more deepened studies.

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