Quality of Pedagogic Strategies in Teaching Multigrade Classes in the Division of Quezon
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 22, Issue 6
Abstract
The study focused on the Quality of Pedagogic Strategies in Teaching Multigrade Classes in the Division of Quezon. The study applied descriptive survey method for the study with the Questionnaire as the main data gathering tool. A total of 81 respondents participated in the study. Statistical tools were utilized such as frequency count, mean scores, Mann Whitney U-Test and Kruskal Wallis H-Test. The study revealed that a typical respondent comprised of age 21 to 30 years old, female-dominated, married individuals, with Master’s Units, were in Teacher I position, and served the school for 1 to 5 years. Also, the study concluded that quality of pedagogic strategies in teaching multigrade classes was given a very good rating in the Division of Quezon. When it comes to Peer Teaching or Tutoring, it showed that the administrators and teachers apply differentiated learning instruction to ensure learning will take place in school. According to Competency-based Learning, it stated that competency-based education is applied by the Multigrade teachers following the K-12 Curriculum and MELCs based competencies. In terms of Direct Instruction, it elicited that multigrade Instruction is evaluated or assessed through formative and summative assessments for the period. In addition, the study concluded that the respondents often encountered the problems in using pedagogic strategies in teaching multigrade classes in the Division of Quezon. This showed that the students lack gadgets to be used for internet classes for differentiated learning approach. Next item elicited that there are problems with the internet connectivity for differentiated approach. This was followed by the statement which said that the location of Multigrade schools are the reasons why facilities and other construction are not readily available. And, there is no significant difference on the respondents’ assessments on the quality of pedagogic strategies in teaching multigrade classes in the Division of Quezon according to profile except for Teacher’s Rank on Peer Teaching or Tutoring which is statistically significant on the respondents’ assessments on the quality of pedagogic strategies in teaching multigrade classes in the Division of Quezon according to profile.
Authors and Affiliations
Edilbert Autor
Keywords
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- EP ID EP761634
- DOI 10.5281/zenodo.12802992
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