TEACHING MULTIGRADE IN ELEMENTARY

RUBEN O. RANARA
Instructor
S.Y.: 2022-2023 `

CHAPTER I: HISTORY, NATURE ANDSTATUS OF MULTIGRADE PROGRAM

In many places, education systems are structured in such a way that students typically advance from-
grade to grade as peers of the same age. These are called monograde classes. However, in some places, the
student population is not sufficient to complete a grade level. Geographic location, low population density,
cultural factors, socio-economic constraints and other factors contribute to this situation. The multigrade
system was developed to provide full and sufficient quality education. This means that school children in
challenging or deprived circumstances will receive the same education as other students. Students are divided
into two or three grade levels in a multigrade class and are taught by one teacher.
In this Chapter, you will be introduced to the history and nature of multigrade classes. The bases of
implementation and underpinning theories and principles in multigrade teaching will be discussed. This
Chapter also delves into the status of multigrade teaching in the Philippines as well as the multigrade teaching
practices and strategies in Southeast Asia. The positive outcomes/advantages as well as the
drawbacks/challenges of multigrade teaching will also be discussed.
-Intended Learning Outcomes:
At the end of the Chapter, you should be able to:
1. describe the status of multigrade teaching in the Philippines
2. describe the practices and strategies of multigrade teaching in South East Asia
3. Cite the positive outcomes/disadvantages as well as the drawbacks/challenges of multigrade
teaching
4. identify solutions to the challenges in the implementation of multigrade teaching

Lesson 2. Status of Multigrade Program

LET'S BEGIN
Supposing you will be assigned as a multigrade teacher, which area do you think you can effectively
implement? Highlight the word/s that corresponds to your answer.
Teaching-learning process Curricular development Assessment
Learning environments and facilities Teaching-learning materials Classroom organization

WE ARE ON OUR WAY

As you read further, put these questions in mind,
l. How is the implementation of the multigrade program in the Philippines?
2. Is the implementation of the multigrade program successful?
3. What factors contributed to its success?
4. What challenges were faced in the implementation?
5. How were the challenges overcome?
LET’S DIG DEEPER
A. Practices and Strategies in Implementing Multigrade Instruction
SEAMEO INNOTECH conducted a workshop in 2010 to identify the quality indicators of multigrade
instruction in Southeast Asia (SEAMEO-INNOTECH Research Updates, n.d.). The participating countries were
Cambodia, Indonesia, Malaysia, Myanmar, Philippines, Thailand, Timor-Leste, and Vietnam. It was revealed
that the practices and strategies in Multigrade Instruction varied in the following areas:
A. Organization - Students may be combined by grade (e.g. in Cambodia and Philippines) or based on their
abilities or achievements (e.g. in Malaysia and Myanmar) while the quasi-multigrade approach is used
in Timor-Leste.
B. Teaching-learning process - It makes use of teaching approaches and strategies such as cooperative
learning activities, self-regulated learning, differentiated instruction and peer tutoring.
C. Learning environments and facilities - These include setting spacious areas that can accommodate
mixed grade activities, having learning centers and group task boards.
D. Curricular development and implementation -- Varied curricula may be used such as prescribed
national curricula, integration and "jump jump" approaches, modular curricula, localized curricula and
needs- based curricula.
E. Teaching-learning materials — The national government may provide syllabi, teachers' manuals,
textbooks, self-instructional and peer learning modules, and reference materials; or teachers produce
their own teaching-learning materials.
F. Assessment — Assessment may be done by the teacher (internal) or by the national government
(external). Assessment can also be diagnostic, formative or periodic assessment, and self-assessment
or peer assessment.

B. Status of Multigrade Teaching in the Philippines

A three-party partnership with the Department of Education, SEAMEOINNOTECH, and UNICEFF in 2017
reviewed the effectiveness of the Multigrade Program for Education in the Philippines (MPPE). The study
disclosed the following: (a) The overall quality of the implementation of MPPE demonstrates evidence of
partial to adequate compliance of different program components with existing policies; (b) In the following
areas, there was adequate compliance: organization of the classroom, class programs, capacity building, and
hiring of teachers and movement of staff; (c) Appropriate classroom organizations have been implemented
m terms of class size and grade combinations, adherence to appropriate class schedules, active participation in
training programs and are managed and operated by qualified teaching staff, (d) The following challenges
hinder full compliance with existing policies: (i) Combining Kindergarten class with levels of upper grade;(ii)
Lack of training in contextualizing teaching and learning materials, especially in the absence, of MTB-MLE
resources; (iii) Lack of multigrade teacher preparation, non-inclusion of multigrade teaching in Teacher
Induction Programs prior to multigrade setting deployment; (iv) Fast multigrade teacher turnover. (e) Partial
compliance with the following, namely: school facilities, basic classroom features; teacher incentives;
resources for teaching and learning, including MTB-MLE resources; and allocation of funds. ("A Review of the
Current Situation and Practices of Multigrade Schools in the Philippines", 2020)
Furthermore, it was found out that the multigrade schools became an essential means for the government to
provide opportunities for young children from marginalized communities to access quality education ("A
Review of the Current Situation and Practices of Multigrade Schools in the Philippines", 2020). Of the
multigrade schools that were part of the study, 78.71 % were found in rural areas while 4.06% were situated
in coastal areas, riversides and small islands. The rest are situated in other areas. Moreover, the survey found
out that the pupils are indigent and recipients of the "4Ps" cash assistance program for the poor (90.6 %),
wasted or malnourished (55.75 %), indigenous (36.95%), over-aged (32.29%), child laborers (19.72%), have
disabilities (19.06%), abandoned children (5.75%), homeless or displaced (2.41 %), chronically ill (1.55%),
abused (1.55 %); are conflict with the law at an early age (0.64%), and are street children (0.49%). Also, it was
found out that the schools were in remote areas (47.07%), a few in disaster-affected (5.98%) or armed-conflict
areas (5.63%).

C. Positive Outcome/Advantages and Drawbacks/Challenges of Multigrade Classes

Aryal, P. et al (2003) identified the following positive outcomes and drawbacks of multigrade classes.
The positive outcomes are: (a) it can develop independent learning; (b) it makes use of pupil-centered
teaching approaches; (c) material revision is easier; (d) it increases pupil interaction; (e) students advance at
their own pace; (f) it utilizes the concept of monitoring and peer tutoring; (g) it supports group learning. The
drawbacks are: (a) if multigrade programs are not supported, there is a possibility of low student achievement
in multigrade schools; (b)multigrade teaching requires more time and organizational skills from teachers;(c)
teachers require intensive training with special emphasis on teaching materials; and (d) students often have
to work independently.
Likewise, Mathot, G.B. (2001) identified the advantages and challenges of Multigrade Teaching. The
advantages are: (a) when the techniques of teaching multigrade classes are mastered, students in multigrade
classes can be among the high performers;(b) teachers can address various social issues, such as the
promotion of health, agriculture and microfinance; (c) low ratio of students to teachers; (d) a chance to have
highly individualized teaching; and (e) an opportunity for the students themselves to develop management,
leadership, and cooperative skills. The challenges are: (a) In training colleges, the skills needed to handle
students and teach in a multigrade setting are typically not taught; (b) Teachers are required to know and
effectively teach different subject areas; and (c) In addition to those needed in the particular subject areas, the
teacher is expected to have a variety of abilities and talents.

SEAMEO ("Quality Indicators of Multigrade Instruction in Southeast Asia", 2012) provided suggestions
to overcome the challenges in the Multigrade Instruction in Southeast Asia:
1. Changing Perceptions Among Stakeholders
Challenge:
 There is lack of recognition, interest in, and intervention in multigrade instruction by
government, community members, and other stakeholders.
What can be done:
a. Campaign to raise awareness and support among stakeholders.
b. Present best practices and the advantages of multigrade teaching with the help of the
media.
2. National- and Local-Level Management, Monitoring, and Evaluation
Challenge:
 Multigrade schools are not properly considered in strategic planning, monitoring, and
assessment.
What can be done:
a. Consider multigrade classes in educational planning.
b. Incorporate multigrade instruction in teacher education curriculum.
c. Perform daily multigrade monitoring and assessment of instruction.
d. Conduct forums where issues are addressed.
3. Learning Environments and Resources
Challenge:
 Some multigrade classes lack funds and resources.
What can be done:
a. Organize partners for the construction and enhancement of environments, buildings,
facilities and materials.
b. Make curricula contextualized and localized.
c. Create a system for teachers and schools to exchange locally produced multigrade materials.
d. Encourage the society to support multigrade system.
4. Instructional Techniques and Teacher Support
 Challenge:
 Multigrade teaching needs to provide quality instruction.
What can be done.
a. Give pre- and in-service training and do inter-school visits.
b. Establish legislation addressing the wages and working conditions of multigrade educators.
Incentives for multigrade teachers must be given.
c. Teacher recruitment based on localization laws and reassignment should be done only after
three years.
d. Conduct capacity building for teachers and administrators.
5. Assessing Student Performance
Challenge:
 Evaluation does not reflect the performance of the students, given the unique circumstances
surrounding multigrade teaching.

The following steps can be taken:

a. National tests provided to assess student success should understand the learning
background.
b. Different modalities of evaluation should be used.

Let’s Practice
Search on the internet for the article SEAMEO-INNOTECH (2012) Quality Indicators of Multigrade
Instruction in Southeast Asia.
https://www.seameo-innotech.org/wp-content/uploads/2020/04/
PolRes_QualityIndicatorsOfMultigradeInstructionInSea.pdf

A. Read pp 6-23. Create a compare and contrast matrix of the multigrade teaching concepts and status in the
Philippines with two other Southeast Asian countries.
Complete the table below.

Country A:
Multigrade Teaching Concepts
Country B:
and Status
Philippines

1. Definition

2. Policy Support
 3. Organizational Form

4. Teaching-Learning Process

5. Learning
Environments and
Facilities

6. Nature of Multigrade
Curricula

7. Assessment and
Feedback Gathering

Evaluation:

Essay: Answer the question below: (5points)

One of the challenges in the implementation of the multigrade programs is the lack of funds and resources. Suggest
solutions to this challenge.

References:

TEACHING MULTIGRADE CLASSES

Dr. Imelda C. Montalbo, et al.
Lorimar Publishing Inc
Quezon City, Metro Manila, Philippines