Strategies of Multigrade (MG) Teachers: the Daraga South District Experience

Abstract

INTRODUCTION

Multigrade schools are mainly marginalized due to their geographic isolation, pedagogical and other forms of education needs. This study revealed the experiences of the twenty-four (24) MG teachers handling MG classes in Daraga South District. The main purpose of the study was to determine the varied strategies utilized by the MG teachers along the Teaching -Learning (TL) process and Classroom set-up/ Management. In addition, the study identified the common problems/challenges encountered by them and to be able to craft an Action Plan that will help improve their strategies.

METHODS

The study employed a quantitative-qualitative approach in gathering the data. Moreover, the research design consisted of the following phases: Survey of the varied strategies applied by the teachers including their problems/challenges, and Focus Group Discussion (FGD) to validate their responses regarding the strategies they used in handling MG classes.

RESULTS

The researcher determined the varied strategies utilized by the MG teachers in handling their classes. The topmost, T-L strategies used by teachers, ranging from mean, 3.17 -3.67, were Use of pictures and diagrams, Direct Teaching, Cooperative strategies, Story Telling, and Differentiated Instructions. However, the lowermost, seldom utilized strategies, ranging from the mean, 1.29 -2.17, were Exposure Trips, Debate and Forums, Community Exposure, Metacognitive Strategies, and Use of Laboratory. Then, five components were identified important to classroom management; Record Keeping/Assessment, Establishing Routine, Classroom Cleanliness, Scheduling, and Classroom Set-Up. Then, the top commonly experienced problems/challenges of MG teachers were the following: Lack of Materials and Facilities, Lack ofTG/CG/LM, Learners Misbehaviors, Pupils Diversity, and Learners Poor Abilities.

DISCUSSIONS

These imply that much more can be done to help the MG teachers for them to manifest their best strategies in providing quality education despite those problems/challenges. Then, the researcher crafted an Action Plan for MG Teachers. Five activities were included in the action plan such as Development and Validation of Instructional Materials for MG, Seminar on Positive Discipline and Handling MG Learners, Seminar on Strategies in Teaching MG Class including Assessment, Bench Marking on Best Practices of MG Schools and Seminar on Conducting Action Research for MG Teachers.