PO SI TI VE O U TC O M ES

AND DRAWBAC K S O F
M ULTI G RADE CLASSES
Multigrade Classes refers to classrooms where
students of different grade levels are taught
together by a single teacher. In these settings
students from two or more grade levels learn
and interact with each other in the same
physical space.
Aryal, P. et al (2003) identified the following positive outcomes and
drawbacks of multigrades classes.

The positive outcomes are:

a. Development of independent learning

B. Utilization of pupil-centered teaching

approaches
C. Easier material revision
D. Increased pupil interaction
E. Students advancing at their own pace.
F. UTILIZATION OF MONITORING AND PEER
TUTORING

G. SUPPORT FOR GROUP LEARNING

The drawbacks are:

A. Possibility of low student achievement if not supported
B. Requirement for intensive training and teaching materials

C. Need for students to work independently

 Likewise, mathot, G.B (2001) identified the advantages and
challenges of multigrade teaching.

The advantages are:

A. High performing students in mastered multigrade teaching techniques.

B. Addressing social issues like health, agriculture, and Microfinance

C. Low student -to -teacher ratio

D. Opportunity for individualized management,
leadership, and cooperative skills.
 The challenges are:

A. Lack of training in handling and teaching in Multigrade

settings.

B. Requirement to teach different subject areas

effectively.

C. Need for a variety of abilities and talents in addition

to subject knowledge
 SEAMEO ( " Quality indicators of multigrade instruction in
southeast asia", 2012) provided suggestions to overcome the
challenges in the multigrade instruction in southeast asia:

1. Challenges perception 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 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 forms where issues are addressing.
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, building, facilities and materials
b.) Make curricula contexualized and localized.
C.) Create a system for teachers and schools to exchange localty 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 access student success should
understand the Learning background.
d.) Different modalities of evaluation should be used.