Pedagogical strategies and challenges of multigrade schoolteachers in Albay, Philippines

Purpose

This paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.

Design/methodology/approach

This study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data.

Findings

The results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) “jump-jump strategy”/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions.

Research limitations/implications

The research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching.

Practical implications

The results of this study can serve as a reference on how to support and strengthen MG instruction.

Originality/value

This study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.