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Abstract

Teachers’ challenges in multigrade teaching and their effect to pupils’ academic learning

Author: Annie Lou C. Avengoza

This study determined the extent of teacher’s challenges encountered in multigrade teaching and their effect to pupils academic learning, Libmanan South District, Division of Camarines Sur, School Year 2019-2020. Specifically, it answered the following problems: (1) The profile of multigrade classes in terms of the various grade combinations; (2) The issues and challenges in the implementation of multigrade classes in Libmanan South District along: (a) Curriculum and Instruction; (b) Staffing and Organizing; (c) Classroom Management; and (d) Parental attitude.; (3) The significant differences among aspects of challenges in multigrade teaching.; (4) The level of pupils learning in multigrade classes along these three aspects: (a) Psychological (cognitive) Learning; (b) Social (Affective) Learning; and (c) Motor (Psychomotor) Learning; (5) The significance differences in the level of pupil’s learning among aspects (6) The issues and challenges in multigrade teaching which significantly affect pupils’ learning and (7) The educational management invention which maybe proposed to address the issues and challenges identified in this study. The study assumed that (1) There are issues and challenges in multigrade teaching. (2) Pupils in Multigrade classes are expected to be developed in the minimum learning competencies along the cognitive, affective and psychomotor aspects. The study employed the descriptive-comparative-correlational design. The respondents of the study were the five multigrade schools of Libmanan South District. This study were the five multigrade schools of Libmanan South District. This study employed statistical treatment such as: frequency distribution, percentage technique, ranking, mean, proficiency level, scheffe’s test, analysis of variance, and regression analysis. Major findings were: (1) Libmanan South District composed of 5 multigrade schools with 8 multigrade classes. (2) The challenges encountered by teachers in multigrade teaching in all aspects had an overall average weighted mean of 3.87. (3) Along the aspects of challenges in Multigrade teaching the computed f-value was 67.071 with p-value of 0.00. (4) The level of pupils learning in multigrade classes along (a) Psychological (cognitive) learning was3.85 (5) The computed f-value in the level of pupil’s learning among aspects was 1.123 with a p-value of 0.327. (6) All the computed r-values and p-values on the issues and challenges in multigrade teaching among the four (4) aspects which significantly affect pupil’s learning were (r-value=0.906, pvalue=0.014). (7) There was an educational management intervention and prototype lesson guide for multigrade classes proposed to address the issues and challenges identified in this study. Major conclusions were: (1) Multigrade schools of Libmanan South District had met the required class size for monograde class. However, there were less number of teacher who handled the class. (2) Teachers always encountered challenging issues and problems in all aspect of multigrade teaching. (3) There are significant differences among aspects of challenges in Multigrade teaching. (4) Pupils in a multigrade classes were in developing stage having low academic performance. (5) The performance of the pupils were almost similar and indicated no significance differences in the three aspects of learning. (6) Teacher’s challenges in multigrade teaching had significant effect to pupils learning, resulting to slow development of pupils learning and low academic performance of pupils. (7) A plan for an educational management intervention was made through project proposal with enumerated program of activities. Prototype Lesson Guide for multigrade classes was also crafted.

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