Year: 2025
Type: article
Abstract: The implementation of multigrade teaching in the Department of Education has posed several challenges experienced both teachers and learners. Multigrade classroom happens when one teacher handles two or more classes simultaneously. Learners from different ages and learning ability are taught by one teacher. In order to gather first hand narratives from the participants, a phenomenological study was used to gather the data. Participants were interviewed using an interview guide questions and their responses were analyzed. Teachers have various experiences as a multigrade teacher. Teachers perceived their tasks as challenging and demanding. However; these challenges made the teachers to be creative, flexible and adaptable. Teachers’ strategies vary based on the learning pace of the learners. These strategies start from implementing clear routines in the classroom, peer tutorial, group works, and differentiated instruction and with the use of Information and Communication Technology. With the pressing challenges experienced by the teachers, teachers have learned that one must be patient, flexible and well- organized. Teachers learned that it is a must that all needs of the learners should be catered. The challenges experienced by the teachers have in one way or another shaped the perspectives of teachers towards. Despite these challenges, teachers remained to be committed in teaching. With the support from the community, stakeholders and administration through providing training and sufficient resources, learning in a multigrade classroom will always be engaging for all.
Institution: Assumption College of Nabunturan
Language: English
Topic: Education in Rural Contexts
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413189952