Year: 2024
Type: article
Abstract: Composite classes (also known as multigrades) are beneficial in several ways but have challenges for teaching and learning. This study aimed to explore participants' views concerning their experiences in teaching and learning within a composite classroom setting in Samoa. Specifically, the study sought to determine composite classes' impacts on teachers’ instructions and students’ learning. Using a qualitative approach, ten teachers and ten students from two rural primary schools were purposively selected to participate in this study. Findings showed that composite class structuring benefited students by promoting academic and social skills but also presented significant challenges. Many students and teachers found it highly distracting, making effective learning nearly impossible. With respect to teacher instructions and classroom management, teachers found it challenging to manage a mixed-ability classroom, as they needed to differentiate instruction to ensure that all students received an equal opportunity to learn. Findings have implications for policymakers and teacher training. For example, the Samoan Ministry of Education must find effective ways to make this class composition work. Similarly, the Samoan teacher training institution must provide teachers with the tools to effectively work in a composite classroom.
Source: International education journal
Authors: Rasela Tufue, Floraleta Losi
Institution: National University of Samoa
Language: English
Topic: Education in Rural Contexts
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4404592032