Difficulties in Teaching Multi-Grade Classes: Inputs for Instructional Redirections
Keywords:
Multi-Grade, Difficulties, Teaching, Instructional RedirectionsAbstract
This study attempted to find out the difficulties in the teaching of multi-grade classes experienced by the teachers in the district of Tarangnan-Pagsanghan. This study utilized the descriptive survey method of research that made use of questionnaires as the main instrument in gathering the data. The overall perception of the school administrators relative to the level of difficulty of the multi-grade teachers in teaching multi-grade classes along instructional management was rated with a grand mean of 1.18 with an adjectival rating of “not difficult:. on the other hand, the teachers teaching multi-grade classes gave a grand mean of 3.22 being interpreted as “difficult”. The difficulty experienced by the multi-grade teachers in teaching multi-grade classes along lesson planning, teacher techniques, instructional management, evaluation strategies, and social mobilization/networking greatly influence the performance of the pupils while difficulty experienced by the teachers along instructional material/facilities preparation and/or acquisition has nothing to do with it. The problems encountered by multigrade teachers in teaching multi-grade classes as perceived by them are highly felt that justify the low performance of the pupils in the multi-grade classes. For the recommendation, multi-grade teachers teaching multi-grade classes should be encouraged to undergo continuing education by enrolling in the graduate or postgraduate courses specializing in Teaching.
References
BOOKS
Anderson, Lorin W., The effective Teacher: Study Guide and Reading, New York: McGraw-Hill Book Co., 1990.
Aquino, Gaudencio V., Principles and Methods of Effective Teaching, Manila: National Book Store, Inc., 1988.
Calderon, Jose F., Foundation of Education, 1st ed., Manila: Rex Book Store, 1998.
Great Illustrated Dictionary, New York: The McMillan Co., 1984.
Gregorio, Herman C., Principles and Methods of Teaching, Rev. ed., Quezon City: RM Garcia Publishing Co., 1976.
Lardizabal, Bruce A. Principles and Methods of Teaching, Manila: National Book Store, Inc., 1977.
Miller, Bruce A., The Multigrade Classroom, (A resource Handbook for Small Rural School), Portland, Oregon: Northwest Regional Educational laboratory, 1990.
Ornstein, Allan C., Strategies for Effective Teaching, New York: Harper Collins Publishing, 1989.
Sevilla, Consuel G., et al., Research Methods, Philippines: Rex Book Store, Inc., 1992.
The Multigrade Teachers Handbook, In Cooperation with UNICEF Philippines: Bureau of Elementary Education (BEE) - Department of Education, Culture & Sports (DECS), 1994.
The New Webster Dictionary, International Edition, New York: McGraw-Hill book Co., 1996.
Thrumbal, H. C., Teaching and Teachers, New York: Charles Scribner’s Sons, 1990.
MAGAZINES AND JOURNALS
DECS, Continuing Self-Learning Program for Teachers, Manila, Philippines, 1985.
Fabella, Armand, “DECS Sets Multigrade Classes,” Malaya, April 4, 1994.
The 1987 Philippine Constitution.
The Philippine Journal of Education for All, November issue, 1997.
UNPUBLISHED MATERIALS
Alve, Erlinda De Lira, “Factors Related to the Performance of Secondary Students in Chemistry,” Unpublished Master’s Thesis, Leyte Institute of Technology, Tacloban City, 1999.
Ancheta, Antonio C. Jr., “Composition Writing Techniques in Grade VI: bases for Improved Guide in Theme Writing,” Unpublished Master’s Thesis, Thomas Oppus Normal College, Thomas Oppus, Southern Leyte, 1997.
Apacible, Maurito Z., ‘Learning Difficulties in Mathematics Encountered by Grade VI Pupils in the District of Zumarraga,” Unpublished Master’s Thesis, Samar State Polytechnic College, Catbalogan, Samar, 1992.
Fabillo, Verde Gonzaga, “Remedial reading Program for Grades II and IV of Palo I District: A Prototype,” Unpublished Master’s Thesis, Leyte State College, Tacloban City, 1994.
Jacer, Editha P., “Factors Affecting the Performance of Elementary Schools in Leyte Division,” Unpublished Doctor’s Dissertation, Leyte State College, Tacloban City, 1993.
Jumagdao, P., “The Problems of Multigrade Teachers in the Division of Northern Samar,” Unpublished Master’s Thesis, Tiburcio Tancinco Memorial Institute of Science and Technology, Calbayog City, 1997.
Maglasang, E. L., “The Performance of the Lower Primary Mathematics Teachers,” Unpublished Master’s Thesis, 1992.
Odevilas, Nicomedes A., “The academic Performance of Multigrade and Monograde Classes: A Comparative Study,” Unpublished Master’s Thesis, Samar College, Catbalogan, Samar, 1998.
Paghid, L.,”Practices and Problems of Teachers Teaching Elementary Subjects in Panabo District, Division of Davao,” Unpublished Master’s Thesis, State University of Davao, Davao City, 1992.
Prias, L. T., “Study of the Relationship Between Teacher’s Satisfaction and School Climate,” Unpublished Master’s Thesis, University of Iloilo, Iloilo City, 1990.
Tupaz, Juanito A., “Need Competencies of Public Elementary School Principals: Basis for a Proposal Guide for Professional Development and Effectiveness,” Unpublished Master’s Thesis, Leyte Normal University, Tacloban City, 1995.
Villarante, Felicitas C., “Predictors of the Performance of Second Year Students in Mathematics II in the Division of Tacloban City,” Unpublished Master’s Thesis, Leyte Institute of Technology, Tacloban City, 1994.
Ynalbis, Adelfa T., “Educational Qualification and Instructional Competencies of Elementary Grade Teachers,” Unpublished Master’s Thesis, Samar State Polytechnic College, Catbalogan, Samar, 1990.
OTHER SOURCES
Christopher, Thomas and Christopher Shaw, “Issues in the Development of Multigrade Schools,” A Technical Paper, No. 172, Washington, D.C.
World Bank, “Education for All: Status and Trends,” A report prepared for the International Consultative Forum on Education for All, 1992.
