STATE OF AFFAIRS OF MULTIGRADE CLASSES AND

LEARNERS’ SCHOLASTICS RESPONSE: BASIS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 38
Issue 4
Pages: 373-377
Document ID: 2025PEMJ3671
DOI: 10.70838/pemj.380405
Manuscript Accepted: 05-09-2025
 Psych Educ, 2025, 38(4): 373-377, Document ID:2025PEMJ3671, doi:10.70838/pemj.380405, ISSN 2822-4353
Research Article

State of Affairs of Multigrade Classes and Learners’ Scholastics Response: Basis for
Instructional Intervention
Liezle A. Calibayan,* Annielyn A. Ignes
For affiliations and correspondence, see the last page.
Abstract
Multi-grade teaching is when a teacher instructs students at many grade levels. The pupils' geographic and
demographic makeup determines the necessity of multi-grade classes. In other instances, the lack of educational
resources; such as classrooms and teachers has increased the necessity of this style of instruction. This study used
descriptive-correlation and determined the state of affairs of multi-grade classes as well as its relationship on
scholastics response in Lake Sebu District, Schools Division of South Cotabato. The respondents were thirty (30)
public elementary school teachers handling multi-grade classes in Lake Sebu District. The finding revealed that
majority of the classroom in multi-grade classes is standard (7x9m) size for monograde instruction and makeshift.
Moreover, majority of teachers were not trained in multi-grade methodologies. The content and quality of teacher's
preparation; content and quality of assessment system; structure and learning environment of multi-grade classes; and
quality and quantity of teaching-learning materials were all at good state of affairs. Relatively, the scholastics response
determined by numeracy; behavior; and literacy were all at moderate level. The profile of the multi-grade classes in
Lake Sebu District significantly contribute to the state of affairs. In addition, it was found out that there is a significant
relationship between the state of affairs of multi-grade classes scholastic response in Lake Sebu District. A
comprehensive training programs specifically focusing on differentiated instruction, classroom management
strategies, and assessment techniques for multi-grade classes is being proposed as instructional intervention.
Keywords: multi-grade classes, educational resources, style of instruction, learners’, teaching-learning materials

Introduction
Multi-grade teaching refers to the educational practice where a single teacher is responsible for instructing students across two or more
grade levels within the same classroom. This approach is commonly adopted in rural, remote, or sparsely populated areas where student
enrollment numbers are low, making it impractical to assign one teacher per grade level. The necessity for multi-grade classes is often
influenced by the geographic and demographic characteristics of a community. For instance, in isolated or mountainous regions,
students from different grade levels are grouped together due to the limited number of learners and the challenges of accessing larger
schools.
Another factor contributing to the prevalence of multi-grade teaching is the shortage of educational resources, including classrooms,
instructional materials, and qualified teachers. When schools lack sufficient staff or infrastructure to accommodate separate classes for
each grade, multi-grade teaching becomes a practical and necessary solution to ensure that all students receive formal education,
regardless of their location or circumstances.
In the Philippines, the Department of Education (DepEd) has formally recognized the need to support multi-grade teaching through
specific policies and programs. Notably, DepEd Order No. 96, series of 1997, outlines the policies and guidelines for the organization
and operation of the Multigrade Program in Philippine Education (MPPE). This initiative was established as a strategic response to the
challenge of providing equitable access to quality basic education, particularly for children living in underserved and remote
communities. According to this policy, when the number of enrollees in a certain grade level is insufficient to form a separate class, a
multi-grade class is organized instead.
The Multigrade Program aims to improve learning outcomes by promoting the professional development of teachers, providing
appropriate instructional materials, and enhancing school facilities suitable for multi-grade settings. Through this program, DepEd
ensures that every child, regardless of geographical or socio-economic status, has the opportunity to learn and succeed in school.
Multi-grade teaching, while challenging, also offers unique opportunities for personalized and peer-supported learning. It encourages
collaboration among students of different ages and promotes leadership and independence. However, it also demands a high level of
skill and flexibility from teachers, who must plan and deliver lessons that meet the diverse needs and competencies of learners across
multiple grade levels.
Overall, multi-grade teaching is an innovative and inclusive approach that addresses educational disparities in geographically
disadvantaged areas. When effectively supported and implemented, it plays a crucial role in achieving the broader goals of Education
for All (EFA) and ensuring that no child is left behind.

Calibayan & Ignes 373/377

Methodology
Research Design
The descriptive-correlation design combines both descriptive and correlational methods to provide a thorough understanding of a
phenomenon or relationship.
Respondents
This study concentrated on engaging public elementary school teachers actively participating in the dynamic realm of multigrade
classes within Lake Sebu District, South Cotabato Division, throughout the academic year 2022-2023. This study adopted census
approach, encompassing a comprehensive enumeration of the entire population of 30 teachers who fulfilled the primary inclusion
criteria.
Instrument
This study employed researcher-formulated structured questionnaires as the primary data collection instrument. The questionnaire was
strategically organized into three distinct sections, ensuring a comprehensive exploration of the multigrade teaching landscape within
Lake Sebu District.
Results and Discussion
Table 1 presents the profile of multigrade classes in Lake Sebu District, South Cotabato Division in terms of classroom size.
Table 1. The Profile of Multigrade Classes
in Terms of Classroom Size
Indicator f %
Standard 15 50%
Small 14 47%
Large 1 3%
Total 30 100%

The highest score is observed for the standard with a frequency score of 15 (50%). On the other hand, the lowest score is found for
large with a frequency score 1 (3%).
The results suggest that the majority of the classroom in multi-grade classes is standard. It means that most of the classroom is standard
for mono-grade instruction which has a measure of 7x9 meters.
The findings conform to UNESCO (2017), whose report highlights the fact that many multigrade classrooms in developing countries,
including the Philippines, are often set up with standard classroom dimensions initially intended for monograde instruction. These
classrooms, typically measuring around 7x9 meters, may not be fully optimized for multigrade teaching, which requires more flexible
use of space to accommodate students of different ages and learning levels.
Table 2. The Profile of Multi-Grade Classes in
Terms of Classroom Type
Indicator f %
1. Make-shift 17 57%
2. Concrete 13 43%
Total 30 100%

The highest score is observed as make-shift with frequency of 17 (57%). On the other hand, concrete got a frequency score of 13 (43%)
which is the lowest. This means that majority of the classroom in multi-grade classes are makeshift. It implies that there are no enough
concrete classrooms constructed for multi-grade classes.
The findings corroborated to Molina and Legaspi (2019) who found that findings indicate that many classrooms in these schools are
makeshift, constructed from lightweight materials such as wood, bamboo, and metal sheets.
Table 3. The Profile of Multi-Grade Classes in
Terms of Teachers’ Training
Indicator f %
Not Trained 22 73%
Trained 8 27%
Total 30 100%

The highest score is observed on not trained with frequency of 22 (73%). On the other hand, trained got a frequency score of 8 (27%)
which is the lowest. This means that majority of the multi-grade teachers are not trained in multi-grade classes methodologies. The
findings conform to Sanabria and Bula (2021) This study examines multigrade teaching in rural areas worldwide and concludes that
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 Psych Educ, 2025, 38(4): 373-377, Document ID:2025PEMJ3671, doi:10.70838/pemj.380405, ISSN 2822-4353
Research Article

the lack of professional development in multigrade methodologies is a common issue. Many teachers are assigned to multigrade
classrooms without receiving the appropriate training, making it difficult for them to implement effective teaching strategies.
Table 4. The State of Affairs of Multi-Grade Classes in Lake Sebu District in Terms of Quality and Quantity of
Teaching-Learning Materials
No. Indicators Mean SD Verbal Description
The teaching-learning materials promote active engagement and student-centered
1 2.77 0.56 Good state of affairs
learning in the multi-grade classroom.
Visual aids and technology-based resources in the classroom are highly usable and
2 2.70 0.53 Good state of affairs
contribute to effective learning.
The multi-grade classroom offers a diverse range of learning materials, ensuring a
3 2.67 0.60 Good state of affairs
well-rounded educational experience.
The available learning materials align with the curriculum and are relevant to the
4 2.47 0.67 Fair state of affairs
students' educational needs.
The multi-grade classroom is equipped with textbooks and supplementary materials
5 2.33 0.60 Fair state of affairs
suitable for various grade levels.
Overall 2.59 0.59 Good state of affairs

The table presents the state of affairs of multi-grade classes in Lake Sebu District in terms of quality and quantity of teaching learning
materials. Among the indicators, the teaching-learning materials promote active engagement and student-centered learning in the multi-
grade classroom got the highest mean (2.77) and standard deviation of 0.56 verbally described as good state of affairs. On the other
hand, the multi-grade classroom is equipped with textbooks and supplementary materials suitable for various grade levels got the lowest
mean (2.33) and standard deviation of 0.60 verbally described as fair state of affairs.
Table 5. The State of Affairs in Terms of Structure and Learning Environment of Multi-Grade Classes.
Verbal
No. Indicators Mean SD
Description
1 Skillfully implements classroom management techniques that effectively support a multi- 3.17 0.64 Good
grade environment.
2 The classroom schedule is carefully crafted to accommodate diverse grade levels and 3.10 0.47 Good
instructional activities within the multi-grade setting.
3 The arrangement of groups and seating in the multi-grade classroom fosters collaboration and 3.00 0.58 Good
maximizes learning opportunities.
4 Students consistently demonstrate high levels of engagement in various activities within the 2.90 0.60 Good
multi-grade classroom.
5 The classroom environment is conducive to facilitating a range of activities necessary for 2.70 0.59 Good
multi-grade instruction.
Overall 2.97 0.57 Good

Among the indicators, skillfully implements classroom management techniques that effectively support a multi-grade environment got
the highest mean (3.17) and standard deviation of 0.64 verbally described as good.
Though indicator; the classroom environment is conducive to facilitating a range of activities necessary for multi-grade instruction got
the lowest mean (2.70) and standard deviation of 0.59, it is still verbally described as good. Overall, a mean of 2. 97 and a standard
deviation of 0.57 is generated. It suggests that structure and learning environment in multigrade classes in Lake Sebu District is at good
state of affairs.
Table 6. The State of Affairs in Terms of Content and Quality of Assessment System
No. Indicators Mean SD Verbal Description
1 The assessments in the multi-grade classroom align with the learning objectives and 3.20 0.54 Good
curriculum for each grade level.
2 The assessments are designed to accommodate the diverse needs and abilities of 3.17 0.58 Good
students in a multi-grade setting.
3 The assessment system provides feedback to guide instructional decision-making in 3.13 0.56 Good
the multi-grade classroom.
4 The assessment system adequately measures the learning outcomes of students in the 3.07 0.51 Good
multi-grade classroom.
5 Employed different types of assessments to effectively evaluate student progress in 3.00 0.52 Good
the multi-grade classroom.
Overall 3.11 0.54 Good state of affairs

Calibayan & Ignes 375/377

Among the indicators, the assessments in the multi-grade classroom align with the learning objectives and curriculum for each grade
level got the highest mean (3.20) and standard deviation of 0.54 verbally described as good. Though indicator; Employed different
types of assessments to effectively evaluate student progress in the multi-grade classroom got the lowest mean (3.00) and standard
deviation of 0.54, it is still verbally described as good.
Table 7. The Summary of State of Affairs of Multi-Grade Classes in Lake Sebu District
Teaching Performance Mean SD Description Interpretation
Content and Quality of Teacher's The multi-grade classes are operating effectively, though there may be minor
3.12 0.57 Good
Preparation areas for improvement in terms of content and quality of teacher’s preparation.
Content and Quality of Assessment The multi-grade classes are operating effectively, though there may be minor
3.11 0.54 Good
System areas for improvement in terms of content and quality of assessment system.
Structure and Learning Environment The multi-grade classes are operating effectively, though there may be minor
2.97 0.57 Good
of Multigrade Classes areas for improvement in terms of structure and learning environment.
Quality and Quantity of Teaching- The multi-grade classes are operating effectively, though there may be minor
2.59 0.59 Good
Learning Materials areas for improvement for quality and quantity of teaching-learning materials.
The multi-grade classes are operating effectively, though there may be minor
Overall 2.95 0.57 Good
areas for improvement.
Among the indicators, content and quality of teacher's preparation got the highest mean (3.12) and standard deviation of 0.57 verbally
described as good. Though indicator; quality and quantity of teaching-learning materials got the lowest mean (2.59) and standard
deviation of 0.59, it is still verbally described as good.
Table 8. The Level of Scholastics Response in Terms of Literacy
No. Indicators Mean SD Verbal Description
1 The learner demonstrates a wide range of vocabulary, accurately and appropriately 3.00 0.58 Moderate Level
using words to express ideas, thoughts, and emotions.
2 The learner demonstrates the ability to critically evaluate and interpret texts, drawing 3.00 0.63 Moderate Level
connections and making thoughtful reflections.
3 The learner demonstrates competence in using grammar to convey meaning, 2.73 0.63 Moderate Level
ensuring clarity and coherence in their language expression.
4 The learner demonstrates proficient writing skills, effectively organizing ideas and 2.73 0.68 Moderate Level
presenting them coherently in written form.
5 The learner demonstrates the ability to maintain a smooth and natural flow of speech, 2.70 0.59 Moderate Level
using appropriate intonation and rhythm.
Overall 3.36 0.75 Moderate Level

Among the indicators, the learner demonstrates a wide range of vocabulary, accurately and appropriately using words to express ideas,
thoughts, and emotions, (SD=0.58) and the learner demonstrates the ability to critically evaluate and interpret texts, drawing
connections and making thoughtful reflections. (SD=0.63) both got the highest mean (3.00) verbally described as moderate level.
Though indicator; learner’s ability to count objects in a sequence and recognize the way numbers work got the lowest mean (2.70), it
is still verbally described as moderate level.
Table 11. The Summary of Level of Scholastics Response in Multi-Grade Classes in Lake Sebu
District
Scholastics Response Mean SD Description Interpretation
Numeracy 3.39 0.70 Moderate Level Satisfactory (learners' general average of 80–84)
Behavior 3.36 0.75 Moderate Level Satisfactory (learners' general average of 80–84)
Literacy 2.83 0.62 Moderate Level Satisfactory (learners' general average of 80–84)
Overall 3.20 0.69 Moderate Level Satisfactory (learners' general average of 80–84)

Among the indicators numeracy got the highest mean (3.39) with a standard deviation of 0.70 verbally described as moderate. Though
literacy got the lowest mean (2.83) and a standard deviation of 0.62, still it is verbally described as moderate.

Table 12. The Results of Analysis of Variance between the State of Affairs
of Multi-Grade Classes based on School Profile
Source of Variation Df MS F P-value F crit
Classroom Size 9 1.442 5.028 2.26661E-05 1.999114806
Classroom Type 5 2.258 7.703 5.30693E-06 2.323126498
Teacher’s Training 5 1.429 4.174 0.00195006 2.323126498

The ANOVA results revealed significant differences in the state of affairs of multigrade classes in the Lake Sebu District based on

Calibayan & Ignes 376/377

three school profile variables: classroom size, classroom type, and teacher's training.
Table 13. The Spearman’s Rank Correlation Coefficient between the State
of Affairs and Scholastics Response in Multi-Grade Classes in Lake Sebu
District
Sources of Variation r² P-value Decision
Reject the null
State of Affairs and Scholastics Response 0.437 0.016
hypothesis

The Spearman’s Rank Correlation Coefficient results indicate a moderate positive correlation between the state of affairs in multigrade
classes and the scholastic response of students in the Lake Sebu District, with a correlation coefficient (r²) of 0.437. This suggests that
as the conditions and management of multigrade classes improve, such as through better organization, teacher preparedness, and
classroom resources, students' academic performance tends to improve as well. The p-value of 0.016 is less than the
0.05 threshold, indicating that this relationship is statistically significant. Consequently, the null hypothesis is rejected, meaning there
is sufficient evidence to conclude that the state of multigrade classes has a significant impact on students' scholastic response.

Conclusions
Based on the findings of the study, the state of multi-grade classes in the Lake Sebu District reflects a combination of strengths and
challenges. While most classrooms adhere to the standard size of 7x9 meters intended for monograde instruction, a considerable number
are makeshift structures, potentially compromising optimal learning conditions. A notable concern is the lack of teacher training
specific to multi-grade methodologies, which could adversely affect instructional quality and effectiveness. Nevertheless, several key
components of the educational environment—such as the content and quality of teacher preparation, assessment systems, classroom
structure, and the availability of teaching-learning materials—are generally in a favorable state. This indicates that the foundational
elements necessary for effective instruction are present. However, the moderate levels of student performance in numeracy, literacy,
and behavior suggest that there is still considerable room for improvement in learner engagement and academic outcomes. Furthermore,
the study reveals a significant relationship between the profile of the multi-grade classes and their overall condition, implying that
targeted improvements in classroom infrastructure, teacher professional development, and resource allocation could lead to enhanced
student achievement. In response to the identified gaps, an instructional intervention is proposed to address the limited quality and
quantity of teaching and learning materials in multi-grade settings.
References
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Aunio, P. (2019). Early numeracy skills learning and learning difficulties—evidence-based assessment and interventions. In Cognitive
foundations for improving mathematical learning (pp. 195-214). Academic Press.
Buaraphan, K., Inrit, B., & Kochasila, W. (2018). Current policy and practice concerning multigrade teaching in Thailand. Kasetsart
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Affiliations and Corresponding Information

Calibayan & Ignes 377/377