An Assessment of Teaching Strategies in Multigrade Classrooms: Basis for An Intervention Plan

Abstract

Embracing a variety of teaching strategies fosters deeper understanding and ensures that learning is inclusive, engaging, and enduring. This research assessed the implemented teaching strategies in teaching multigraders and their performance of learners in the District of Valencia, Division of Bohol, as a basis for an intervention plan. A mixed-method design, combining quantitative descriptive-correlational and qualitative approaches, was employed. Data were gathered from 21 multigrade teachers through a survey questionnaire using complete enumeration. Findings revealed that there is no significant relationship between the respondents’ perception of how frequently certain teaching strategies were used, specifically group-based learning, integration of technology, and classroom management, and the average academic performance of learners. This suggests that while these strategies may be commonly employed, their usage alone does not necessarily translate into improved student outcomes. In contrast, the study found a moderate and statistically significant relationship between differentiated instruction as a teaching strategy and learners’ academic performance. This indicates that when teachers tailor their instruction to meet the diverse needs of students, it can positively influence academic achievement. Challenges identified include time constraints, complex curricula, limited resources, diverse learner profiles, and emotional demands. Despite these challenges, multi-grade teachers reported positive outcomes when strategies were thoughtfully applied, enhancing engagement and learning experiences. The results highlight the potential of multi-grade teaching when supported by well-designed strategies, underscoring the need for an intervention plan focused on strengthening differentiated instruction and addressing teachers’ challenges.