Multigrade Teaching in Public Elementary Schools in Batangas Province

Abstract

INTRODUCTION

This study aimed to propose performance-based learning tasks for multi-grade teaching in public elementary schools in Batangas Province based on assessments of the status of the teaching-learning situation in multi-grade classes in the area.

METHODS

The descriptive method of research was utilized in this study.

RESULTS

Results revealed that the MG classes followed scheduling in classes, utilized varied strategies in the teaching-learning process, the learning outcomes through varied forms of measuring instruments and implemented classroom management and discipline and MG pupils have acquired the competencies expected of their grade level.

DISCUSSIONS

The MG teachers manifested adequate instructional and behavioral management competencies. These differences in assessments were results from different experiences, functions, position and personal knowledge and observation. Difficulties in the implementation of MG classes were found to arise from inadequate human, material, financial and technological resources.