IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT.

, 2020

PEDAGOGICAL PRACTICES OF MULTIGRADE TEACHERS IN

CONDUCTING SCIENCE LEARNING ACTIVITIES

JOANNA MARIE A. DE BORJA1, EIVAN MARK S. SIGUA2 , ARLYNE C. MARASIGAN, Ph.D.3

https://orcid.org/0000-0002-7684-16021, https://orcid.org/0000-0003-0041-51102,
https://orcid.org/0000-0003-2362-76343
Philippine Normal University - Manila, Philippines1,3
Pampanga State Agricultural University, Philippines2

ABSTRACT

The world is on the verge of recognizing the right of every learner to quality education and learning. It
has been part of the United Nations Sustainable Development Goal (UN-SDG) to open the door of
equity education for all children, especially in rural areas. Hence, this research discusses how
pedagogical practices of multigrade teachers in teaching Science learning activities are facilitated. The
qualitative research design was used in collecting data through document analysis and semi-structured
interviews. Five teachers from two multigrade schools in Bataan and Quezon provinces were the key
informants. Two major themes emerged in the study, namely: following protocol as prescribed by
DepEd and challenges in the pedagogical practices of Science teachers. The challenge of complying
with the requirements and protocol posted by DepEd, multigrade Science teachers need to adjust to
every aspect of the education process. Thus, the perennial situation of multigrade schools made them
lag in terms of pedagogical practices as compared to monograde given the limited budget allocated for
multigrade schools. However, multigrade teachers are observed to be creative and resilient.Finding
revealed that majority of the multigrade teachers need to provide learning materials out of their own
pockets to make Science learning activities possible. This study recommended revisiting the policy on
School Maintenance and Other Operating Expenses (MOOE) of multigrade schools. In addition,
training to multigrade teachers should be conducted so that these teachers will be better equipped with
the necessary tools in teaching multigrade Science learning activities.

Keywords: multigrade teachers, multigrade learners, Science learning activities, teachers’ training

INTRODUCTION quality education is a driving force to achieve

many other SDGs and therefore create
The world opens the door of equity for all sustainable development. According to the
children to proper schooling, learning, and honing United Nations Development Programme
the skills they need to thrive (UNICEF, n.d.). (UNDP, 2018), the curse of poverty can break if
Inclusive education covers all facets of society people have access to quality education and will
from children with disabilities and those who are lead to a decrease in inequalities. More people
traditionally been excluded. Similarly, the United will be empowered to live healthier and to practice
Nations Sustainable Development Goal (UN- sustainability allowing more improved quality of
SDG) explained how important it is to reduce life. Similarly, an open entry to quality Education
inequality by focusing on marginalized and for All (EFA) paves the way for locals to contribute
disadvantaged people (United Nations, 2015, to society by giving innovative solutions to the
January 7). SDG No. 4 focuses on the inclusive world’s greatest problems. Therefore, quality
and equitable quality education, which promotes education is undeniably a powerful portal in
lifelong learning opportunities for all. Achieving achieving sustainability.
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DE BORJA. J.M.A., SIGUA, E.M. S., MARASIGAN, A.C., Pedagogical Practices of Multigrade Teachers in
Conducting Science Learning Activities, pp.219 -228
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However, achieving quality education exercises in the different learning areas. The
remains to be a challenge for most countries due said guidelines were also supported at present
to an insufficient number of teachers with proper administration under DepEd order no. 8. s. 2018.
training, ailing conditions of schools, and less However, multigrade teachers must not be
opportunity given to rural children (UNDP, 2018). transferred to other schools within a two-year
Therefore, UN-SDG No. 4 aims to “build and time frame as much as possible. Continuous
upgrade education facilities that are child, monitoring and technical assistance on the
disability and gender sensitive and provide safe, implementation of multigrade programs must be
non-violent, inclusive and effective learning conducted at the division level. Meanwhile, the
environments for all” and “substantially increase report of SEAMEO Innotech (n.d.) mentioned that
the supply of qualified teachers, including through multigrade schools in the Philippines can be
international cooperation for teacher training in classified into three: complete schools (Grade 1
developing countries, especially least developed to 6); incomplete schools (do not provide the
countries and small island developing States” by whole elementary education); and integrate
2030. This challenge is perennial in the Philippine schools (elementary and secondary education).
education system, especially in the equal In addition, a low percentage of completers in
privileges given to urban and rural children. The Elementary schools was recorded in 2010-2011.
continuous battle cry of unprivileged people led Policies and guidelines set for the
the Department of Education (DepEd) which is implementation of multigrade in the Philippines
then known as the Department of Education and seem to adhere to the needs of the learners,
Children Services (DECS) established D.O. 96 s. teachers, and the community as a whole but
1997 which discussed the policies and guidelines results of some study reported problems with
in the organization and operation of multigrade regard to practices, assistance, implementation,
(MG) classes. and even contextualization of lesson content. In
Correlated to this, the establishment of the study of Taole, & Mncube (2017), the lack of
multigrade classes aimed to alleviate the disparity a contextualized and localized multigrade
in the opportunities given to urban and rural teaching curriculum resulted for students and
children. These children are poor, teachers to be confined to the curriculum
disadvantaged, and in geographically isolated prescribed by the government for mono-grade
areas. As defined, the multigrade class is a class schools. These mono-grade curriculums lack the
consisting of two or more grades under one flexibility that is needed in a multigrade class.
teacher in a complete or incomplete elementary Similarly, SEAMEO Innotech (n.d.) discussed the
school which does not warrant the mono-grade poor performance of multigrade schools when it
class. It is clearly stated in D.O. 96 s. 1997 that comes to standardized examinations such as the
multigrade schools must adhere to the standards National Achievement Test (NAT). In 2014, NAT
set for school buildings and provide textbooks results of Grade 6 pupils of multigrade schools
and other support instructional materials. were significantly below the national standard
Likewise, teaching in a multigrade school and worse than monograde schools in all subject
requires dedication, patience, and passion. Thus, areas covered by the said test. According to
DepEd order no. 81 s.2009 aimed to strictly Taole (2018), students in a multigrade class are
implement the multigrade program in Philippine unique and call for a unique design of
education wherein multigrade teachers are given assessment activities. Moreover, SEAMEO
special hardship allowance, training on Innotech (n.d.) said that to improve the learning
multigrade instruction through continuing outcomes of learners, a more relevant and
standard-based professional development responsive curriculum must be provided. This
program, and are provided with Multigrade requires multigrade teachers to have classroom
Training Resource Package (MG-TRP) and the management with an appropriate grouping
Multigrade Teach-Learn Package (MG-TLP) technique which enhances more improved
which contains lesson plans and pupil learning learning. However, the devastating condition of
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DE BORJA. J.M.A., SIGUA, E.M. S., MARASIGAN, A.C., Pedagogical Practices of Multigrade Teachers in
Conducting Science Learning Activities, pp.219 -228
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multigrade schools in terms of facilities, safety issues with regards the use of laboratory.
infrastructures, assistance, and many more piled Consequently, Science teachers improvised
up which hinders multigrade teachers to facilitate laboratory materials or brought their materials for
such strategies (SEAMEO Innotech, n.d.). Science experiments to be facilitated to the
The less priority to facilities and students and sometimes they downloaded
infrastructures led to a declining number of YouTube videos of Science experiments or
Science learning activities being conducted in activities that show Science concepts to be
multigrade schools. Multigrade class and Science discussed. A study of Aina (2013) said that the
learning activities are a good match because inadequacy of laboratory materials and making
multigrade classes are avenues for more social use of localized materials to improvise Physics
and on-task students’ interaction (Mulryan-Kyne, teaching materials resulted in students having an
2014; Tiernan, Casserly, & Maguire, 2018). Thus, interest in improvised materials rather than the
collaboration is key to a successful Science standard material is said to be very dangerous
learning activity. Multigrade schools follow the because of precision and accuracy of the
curriculum guidelines set by the Department of measurement. It is recommended that the
Education (DepEd). It is clearly defined that government should deal with the problem with
Science education in the Philippines targets regards to the allotment of the budget for Science
every Filipino students to develop scientific experiments (Aina, 2013; de Borja & Marasigan,
literacy which will let them be informed and 2020).
participative citizens equipped with good In light of the challenges faced by
judgments and decisions regarding the multigrade teachers in fostering scientific literacy
applications of scientific knowledge may it be among students, this study investigated the
social, health, or environmental in nature (K to 12 practices of multigrade teachers in conducting
Curriculum Guide Science, 2012, January 31). Science activities and necessary to address the
Additionally, the framework of the curriculum is aforementioned issues in Science teaching and
based on the three domains of learning Science: learning as a limited number of researches
to understand and to apply scientific knowledge focused on multigrade schools. It is hoped that
in a local setting and global context whenever this study shed light on how to carry out Science
possible; to perform scientific process and skills; activities in a multigrade class especially that
and to develop and demonstrate scientific several studies (Brown, 2010; Gabriel, 2015;
attitudes and values. Thus, a call for a teacher in Taole, & Mncube, 2017; Vithanapathirana, 2006)
a multigrade setting to develop the scientific skills mentioned that there is a need for teachers to
of the students based on the mentioned attend more training so that they will be equipped
parameters. To answer such a challenge is to with the necessary pedagogical tools needed in a
expose students to learning activities such as multigrade class.
laboratory experiments. The laboratory is said to
be the heart of Science in which a learner can OBJECTIVES OF THE STUDY
relate the theory learned into practice (de Borja
and Marasigan, 2020). However, laboratory The study explored the pedagogical
experiments seem to be not only the problem of practices of multigrade Science teachers in
multigrade schools but also regular schools. In teaching Science learning activities. Specifically,
the study of de Borja and Marasigan (2020) it addressed the following objectives: 1) To
conducted in a regular public high school, describe how Science teaching and learning take
Science teachers have the difficulty in facilitating place in multigrade classes; 2) To analyze the
Science laboratory experiments due to the preparation of multigrade teachers in Science
inadequacy of laboratory materials and teaching and learning activities with respect to in
equipment, big class size, availability of a budget of work (BOW), daily lesson log (DLL)
Science laboratory room, the time duration of an given the allocated budget; and 3) To describe
experiment provided in the curriculum guide, and
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DE BORJA. J.M.A., SIGUA, E.M. S., MARASIGAN, A.C., Pedagogical Practices of Multigrade Teachers in
Conducting Science Learning Activities, pp.219 -228
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the challenges in carrying out the teaching and RESULTS AND DISCUSSIONS
learning activities in multigrade classes.
1. Science teaching and learning in a
METHODOLOGY multigrade class

The qualitative research design was After analyzing the gathered data, the
employed in this study through the aid of theme following protocol had emerged. It was
document analysis and interviews. The method is observed from the informants’ responses that
appropriate to get the practices of multigrade they will do almost anything, make some
teachers in teaching Science since it provides in- adjustments, to follow the protocol so that they
depth analysis through an individualized will be able to carry out the lessons properly for
approach. Utilizing the interview through their students. This is very evident from the
Facebook Messenger, the researchers were able informants’ shared personal experiences in their
to investigate the submitted documents of answers.
teachers and eventually verified what happened A teacher following the protocol is one of
along the way during actual implementation. One the key aspects when it comes to the successful
of the limitations of the study is class observation delivery of lessons. The multigrade teachers are
because of the Enhanced Community Quarantine willing to follow the prescribed learning outcomes
(ECQ) in Luzon as being directed by the for the students and in preparing and carrying out
President of the Philippines due to the Covid-19 the lessons despite many challenges. This is a
pandemic. testament to the passion of these teachers.
The participants of this study were five According to Mart (2013), a strong correlation
teachers teaching multigrade Science for the exists between successful student learning and
School Year 2019-2020. Three multigrade passionate teaching. Teachers’ professional
schools were part of the study located in the engagement together with the commitment to
provinces of Bataan and Quezon. The schools students and their learning plays a significant
were determined using purposive sampling since factor in the development of students. It is a
the study is intended only for multigrade schools. known fact that teachers play a key role in the
To get pertinent information, the teaching and learning process. By following what
researchers followed an organized procedure to the curriculum requires, add to that, teachers
address the objectives set. The researchers first going beyond the call of teaching, students
analyze the documents provided by the learning will materialize more.
informants through their daily lesson log (DLL), Despite all the challenges in a multigrade
the budget of work (BOW), and Science school, the teachers are still committed to
curriculum guide as these documents are delivering the necessary Science lessons and
required by DepEd to be used and prepared for activities prescribed from the K-12 curriculum
the teaching-learning process. Multigrade provided by the Department of Education.
schools as mentioned also followed the Although they are in a multigrade class, they are
prescribed K to 12 curriculum guides for regular using the curriculum which is designed for a
schools. The researchers then conducted semi- monograde class. There are no available
structured interviews one-by-one with the five curriculums that are only intended, specifically
informants to check the actual preparation, designed, for a multigrade class. This poses quite
practices, and assessment being conducted a challenge for there is a need to consider
during teaching-learning activities in Science competencies that may differ for each class level
classes. A thematic approach was then used to inside a single multi-grade class. However, no
interpret the results. The researchers asked amount of challenges can hinder the teachers in
permission to teachers and school authorities delivering the intended lessons for their students.
before proceeding to interview and document Though challenging, they are doing their best to
analysis. meet the standards that the K-12 curriculum
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Conducting Science Learning Activities, pp.219 -228
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requires. Still, according to informant 4, it would needed to develop the required competencies
be better and much easier for them if there will be and skills of students.
a curriculum that is specifically intended for a Meanwhile, after carefully looking at the
multi-grade class. sample daily lesson logs of multigrade class, it
was found out that lesser competencies for each
Informant 4: “We cannot do anything grade level were covered. If this will be compared
about it but to comply with the curriculum to the daily lesson logs of monograde teachers, a
from the DepEd. You know it is really greater number of competencies were covered
challenging on our part and you can’t given the same length of time. If a grade 3 in a
help but wish to have a curriculum, a monograde class was able to cover four learning
curriculum which is for a multigrade competencies in a week, a grade 3 in a
class.” multigrade class was able to cover only two
learning competencies. This may be due to the
2. Analysis in the Preparation of multigrade fact that multigrade teachers need to cover
Science teachers in the budget of work competencies from two or more grade levels in a
(BOW) and daily lesson log (DLL) as single multigrade class as compared to a
compared to actual practice and in a monograde teacher who is only focused on
monograde class. achieving the needed competencies for a single
grade level. Multigrade teachers are now
Samples of daily lesson log and budget of challenged to cover all of the learning
work were checked to analyze the preparation of competencies that are required by the curriculum.
multigrade Science teachers for the teaching- In this scenario, multigrade students are more
learning activities. The analysis also has the likely to be at risk of finishing the school year with
capacity to examine the preparation and actual lesser competencies than those in students in a
practice of Science teachers in facilitating monograde class. If the multigrade teachers will
learning activities for students. Likewise, the be able to cover all the competencies for the
analysis was also compared to the daily lesson students, the next thing that we need to look at is
logs of teachers in monograde schools. the quality of teaching and learning. Thus, this
When the daily lesson logs and the resulted in low performance of Grade 6 pupils of
budget of work were checked, multigrade multigrade schools which are significantly below
Science teachers essentially prepared and the national standard and worse than monograde
covered the required competencies needed for schools in all subject areas covered during the
the multigrade learners to develop. As National Achievement Test in 2014.
mentioned, multigrade schools follow the
prescribed learning materials provided by DepEd 3. Challenges in carrying out the teaching and
which is the same as that of the regular learning activities in multigrade classes.
(monograde) schools though multigrade schools
are given the opportunity to deviate from the The data revealed some of the challenges
norms depending on their own locality and that these multigrade teachers are having
context. Therefore, alignment of learning content namely: difficulty in the preparation of lesson
and tasks are very evident to the said documents plans; the need to prepare so many worksheets
though there are some minor deviations from the or activity drill cards; costly reproduction of self-
standard depending on the context and needs of study materials for the students; curriculum
the multigrade students. However, some materials not suitable to multigrade class; and
alterations or changes were made during actual misalignment of the budget of work.
learning activities depending on the different To meet the needs of the K-12 Science
factors mentioned by informants during the curriculum multigrade teachers had to adjust on
interview. This hinders multigrade Science how they deliver the lessons. Teachers also must
teachers to facilitate learning activities that are
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Conducting Science Learning Activities, pp.219 -228
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make some sacrifices. Multigrade teachers are Quejada (2018) also found out that teachers in
challenged to cover all of the learning a remote area in the Philippines give out some
competencies that are required by the curriculum. portion of their salaries to buy the needed
Multigrade students are more likely to be at risk materials to facilitate learning. If they do not do
of finishing the school year with lesser this, students will not be able to experience
competencies than those in students in a Science activities which are very important in the
monograde class. If in case the multigrade learning of Science. Harman, Cokelez, Dal, &
teachers will be able to cover all the Alper (2016) found out that Science learning
competencies for the students, the next thing is activities like experiments enhance the quality of
to consider is to ensure the quality of teaching teaching and learning Science. According to the
and learning. Thus, potential problems towards informants, their schools do not have a specific
the acquisition and delivery of learning budget for these Science learning activities that is
competencies may arise. Ganal and Guiab why the teachers are the ones who often provide
(2014) tried to determine and analyze the the needed materials. Materials can be requested
different problems encountered by students from the schools but most of the time, these are
towards mastering learning competencies in not available.
mathematics. Their study revealed that in
mastering learning competencies, problems such Informant 1: “Science activities,
as students developing negative attitudes or lack mostly if there are materials needed
of interest towards a subject, development of and if our pockets can afford it, we are
stress and low self-esteem on students, teachers’ the one who buys and provides the
difficulty in motivating the students, and lack of materials.”
teachers’ creativity in delivering the lessons may
arise. We should look at different ways on how Informant 2: “None. We do not have
we can monitor and assess the quality of a budget which is primarily intended
competency-based schools. Students moving up just for Science experiments. It’s from
from one grade to the next year after year without our personal money, just so we can
the needed skills or knowledge to be successful execute the experiment and they, the
should not be allowed (Sturgis & Casey, 2018). students, can experience it. The
However, considering the sample of multigrade school does not give an extra budget
teachers’ budget of work, it covers all the for that. Although, there are times that
competencies needed by the curriculum just like we are able to ask for materials in the
any other monograde schools. One striking office, if and only if there is available,
difference between their budgets of work is when if not, we will take it from our personal
it comes to the allotted time for each competency. pockets. It’s always like that, even if
There are times wherein a competency in a you ask other multigrade teachers”
multigrade class will take two weeks while it will
only take a week in a monograde class or vice Every school in the country has a
versa. This only shows the adjustments made by Maintenance and Other Operating Expenses
multigrade teachers. (MOOE) budget. MOOE can be used on
Most of the time, multigrade teachers take expenses like necessities that support learning
money from their own pockets just to buy the programs and school activities. A school’s MOOE
needed materials for their Science learning budget will be depending on the number of
activities. The same result was found in the study teachers, students, and classrooms (Llego,
of de Borja and Marasigan (2020) that in order to 2016). Therefore, the greater number of students
facilitate Science learning activities to the that are enrolled, the greater the number of
students, teachers were the ones who were teachers or classrooms, the higher the MOOE of
providing the materials needed that cannot be the school. However, multigrade schools have a
found in the school laboratory. Orale and low number of students, teachers, and
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DE BORJA. J.M.A., SIGUA, E.M. S., MARASIGAN, A.C., Pedagogical Practices of Multigrade Teachers in
Conducting Science Learning Activities, pp.219 -228
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classrooms, therefore, a very low budget is being However, the hurdles faced by these teachers
allotted in multigrade schools. Because of the made them modify what they prepared during
limited MOOE that their schools have, the budget actual practice and worse some learning activities
is allocated to more important aspects such as especially the Science experiments were not
maintenance of schools, training of teachers, being implemented to adjust to the situation.
instructional materials, and many more instead of 4.In addition, multiple learning activities that
spending funds on Science learning activities. should be facilitated for different grade levels in
Moreover, in order to provide the needed one class seem to challenge the pedagogical
materials for the Science learning activity just like practices of the multigrade Science teachers.
an experiment, there are also times that these Thus, it resulted in the low performance of
multigrade teachers need to go back to the town, multigrade students in standardized tests. The
not minding how far or hard the travel is. perennial situation of multigrade schools made
Mobilization or travel would be difficult because them to lag monograde schools as fewer number
there are no roads that any type of vehicle can be of learning competencies were being covered
used and there are those who need to pass by a and developed. This can be attributed to the
river or hike. The same case is experienced by same curriculum as monograde schools and a
teachers in the study of Orale and Quejada lesser budget is being granted to multigrade
(2018). schools.
There are times wherein the number of 5. Science teachers in multigrade schools
materials which they bought from the teacher’s are more familiar with the needs of every student
own pockets is not enough for the students. This, in the class. They have the motivation to help the
in return, sacrifices the amount of learning that progress of each student and at the same time
the students receive. The students are not able to increase the level of empathy that can be
do the Science learning activity well, since the observed from them. Likewise, the ability of the
ratio of the number of materials to students is not multigrade teachers to adapt to the challenging
appropriate. So, the multigrade teachers have no needs of every learner in the class helps them
choice but to resort to improvisation just to carry develop their creativity, resilience, and
out the activity. They also often choose the competence.
Science learning activities which are the most
needed by the students and those which require RECOMMENDATIONS
less sophisticated materials.
The researchers hereby recommend the
CONCLUSIONS following:
1. The Department of Education should
Based on the salient findings, the revisit the policy on School Maintenance and
following conclusions were drawn: Other Operating Expenses (MOOE) of multigrade
1. With the passion and dedication of schools.
multigrade Science teachers, adjustments were 2. Additional training to multigrade
made to carry out learning activities at the teachers should be conducted so that these
expense of providing materials to facilitate teachers will be better equipped with the
learning. necessary tools in teaching multigrade classes
2. The challenge of complying with the whatever the challenges are.
requirements or following protocol posted by 3. A curriculum that is specifically
DepEd, multigrade teachers need to adjust to go designed for multigrade classes but comparable
with the flow of the norms. to the curriculum of monograde classes should be
3. Documents submitted as proof of created.
preparation of multigrade Science teachers 4. Future researchers may explore the
reiterated how the learning process should take effectiveness of teaching and learning, with the
place during teaching-learning activities. learning competencies as a point of reference, in
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DE BORJA. J.M.A., SIGUA, E.M. S., MARASIGAN, A.C., Pedagogical Practices of Multigrade Teachers in
Conducting Science Learning Activities, pp.219 -228
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a multigrade class as compared to those in a Gabriel, A. (2008). Multigrade teaching: Implications
monograde class. for the universal basic education in
Nigeria. Sophia: An African Journal of
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Song, R., Spradlin, T. E., & Plucker, J. A. (2009). The Vithanapathirana, M. (2006). Adapting the primary
advantages and disadvantages of multiage mathematics curriculum to the multigrade
classrooms in the era of NCLB accountability. classroom in Rural, Sri Lanka. 127-153
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Education Policy Brief, 7(1), 1-8. AUTHORS’ PROFILE
https://files.eric.ed.gov/fulltext/ED504569.pdf
Joanna Marie A. de Borja is a full-time Ph.D.
Sturgis, C. and Casey, K. (2018). Designing for equity: Science Education student at the
leveraging competency-based education to Philippine Normal University-
ensure all students succeed. Vienne, VA: Manila under the DOST-CBPSME
International Association for K-12 Online scholarship program. She also
Learning. earned the degrees, Bachelor in
Secondary Education major in Physics and
Taole, M. J. (2018). Diversity and inclusion in rural Master of Arts in Science Education with
South African multigrade classrooms Diversity specialization in Physics in the same university.
and inclusion in rural South African multigrade She has been in the teaching profession since
classrooms. International Journal of Inclusive 2007 handling Science, Physics, and Science
Education, 0(0), 1–17. Research subjects. Her research interests
https://doi.org/10.1080/13603116.2018.1520310 involve Science education, action research,
pedagogy, physics education, and rural
Taole, M., & Mncube, V. S. (2017). Studies of Tribes education. Likewise, she is also a part-time
and Tribals Multi-grade Teaching and Quality of content editor of Physics textbook and teacher's
Education in South African Rural Schools : manual and resource speaker for various
Educators ’ Experiences Multi-grade Teaching seminars and training.
and Quality of Education in South African Rural
Schools : Educators ’ Experiences. 151–162. Eivan Mark Sunga Sigua is a faculty member of
https://doi.org/10.1080/0972639X.2012.1188665
the College of Education of
Pampanga State Agricultural
3
University (PSAU), Magalang,
Tiernan, B., Casserly, A. M., & Maguire, G. (2018). Pampanga. He earned his
Towards inclusive education : instructional Bachelor’s degree in Secondary
Education major in General Science and his
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DE BORJA. J.M.A., SIGUA, E.M. S., MARASIGAN, A.C., Pedagogical Practices of Multigrade Teachers in
Conducting Science Learning Activities, pp.219 -228
227
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 3, SEPT., 2020
Master of Arts in Education major in General to IIMRJ. This is an open-access article
Science from the same university in 2007 and distributed under the terms and conditions of the
2014 respectively. Currently, he is pursuing his Creative Commons Attribution –
Doctor of Philosophy major in Science Education Noncommercial 4.0 International License
at Philippine Normal University, Manila. He has (http://creative commons.org/licenses/by/4).
been into teaching since 2007, six years of which
were spent in Indonesia. He has handled various
Science and Math subjects for Elementary,
Secondary, Tertiary, and Master’s level. Besides
his instructional function, he also has his writing
undertakings. Pedagogy, educational
technology, Science education, Science
activities, environment, are some of his research
interests.

Dr. Arlyne C. Marasigan is the director of

Graduate Research Office
(GResO) and an assistant
professor at the Philippine Normal
University-Manila. She holds a PhD
in Educational Leadership and
Policy major in Comparative
Education from Beijing Normal University under
Chinese Government Scholarship (CSC). Also,
she completed academic requirement in PhD in
Philippines Studies at the University of the
Philippines-Diliman. She obtained her Master of
Arts in Education major in Chemistry at the
University of the Philippines-Diliman and her
Bachelor of Secondary Education major in
Chemistry, under Commission on Higher
Education (CHED) Scholarship, graduated Cum
Laude from Philippine Normal University-Manila.
Dr. Marasigan has several international
collaboration and expertise from different
disciplines including Chemistry, Science
Education, Teacher Education, Curriculum
Studies, and Comparative Education. Her
research interest focuses on Education for
Sustainability such as Sustainable Development,
Environmental Sustainability (ESD),
Ecofeminism, Rural Education, Green Chemistry,
and Madrasah Education.

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DE BORJA. J.M.A., SIGUA, E.M. S., MARASIGAN, A.C., Pedagogical Practices of Multigrade Teachers in
Conducting Science Learning Activities, pp.219 -228
228