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

Related Articles

Cultural Intelligence of Private School Teachers: A Mixed-Method Study

This mixed-methods study, employing a convergent parallel approach, investigated the cultural intelligence (CQ) of private school teachers in Kapalong, Davao del Norte, Philippines, it also focuses on their experiences i...

Emotional Labor as Predictor of Emotional State and Psychological Well-being Among Selected Cabin Crew: Basis for a Proposed Mental Health Program

In the airline industry, the role duality of the cabin crew in ensuring passenger safety and exceptional customer service, entail a high emotional demand that necessitate the use of emotional labor to maintain the expect...

Implementation of School-Based Management of Selected Public Elementary Schools in District II-D Antipolo City

This study aimed to determine the implementation of school-based management of selected public elementary schools in District II-D Antipolo City, which served as input for an action plan for the school year 2025-2026. Re...

Rediscovering the Literary Forms of Surigao: A Collection of Legends, Riddles, Sayings, Songs and Poetry

Literature plays a vital role in the identity of particular groups of people because it contains their traditions, values, beliefs, and aspirations. It is also a medium through which we can study and understand the cultu...

Stress, Study Habits and Academic Performance of Students in Cavite State University-Carmona Campus

This study was conducted to determine the level of stress, the quality of study habits, and the level of academic performance of CvSU Carmona Campus students during the pandemic, and the relationship between these factor...

Download PDF file
  • EP ID EP761090
  • DOI 10.5281/zenodo.12186933
  • Views 42
  • Downloads 0

How To Cite

Aisah Boreros, Ruskein Burlat, Markhiesvel Dicalan, Jaica Malon, Manilyn Marturillas, Karen Gay Dy (2024). Classroom Strategies of Multigrade Teachers and Academic Achievements of the Pupils in Maigo District. Psychology and Education: A Multidisciplinary Journal, 21(1), -. https://www.europub.co.uk/articles/-A-761090