Classroom Strategies of Multigrade Teachers and Academic Achievements of the Pupils in Maigo District
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 21, Issue 1
Abstract
This study aimed to analyze the effectiveness of differentiated instruction, collaborative learning, and flexible groupings on the academic achievements of pupils in multi-grade classrooms during the 2022-2023 school year. Five multi-grade teachers from various schools in the district were purposively chosen, along with 230 pupils, utilizing a descriptive correlational design. The data were analyzed using means, standard deviation, frequency counts, and Pearson product correlation at a significance level of 0.05. The findings indicate that the majority of respondents perceive differentiated instruction, collaborative learning, and flexible groupings as highly effective strategies. Additionally, a significant proportion of pupils demonstrate satisfactory academic achievements, with many falling within the "Very Satisfactory" GPA range. Pearson correlation analysis reveals a strong positive relationship between differentiated instruction and academic achievement, underscoring the importance of tailoring teaching methods to individual student needs. In conclusion, understanding the effectiveness of multi-grade teaching strategies can provide valuable insights for educators and policymakers. By acknowledging the positive impact of differentiated instruction and other collaborative strategies on academic achievement, educators can better support multi-grade teachers and learners in achieving academic success.
Authors and Affiliations
Aisah Boreros, Ruskein Burlat, Markhiesvel Dicalan, Jaica Malon, Manilyn Marturillas, Karen Gay Dy
Keywords
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- EP ID EP761090
- DOI 10.5281/zenodo.12186933
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