The Multi-grade and Combination Classes of the Division of Davao City as Viewed by

their Implementers: Implications to Program Planning

By Laura V. Cespon, Ed.D

This is a study on the status and prevailing circumstances obtaining int the
management of multi-grade and combination classes which was undertaken in the eleven
school districts in the Division of Davao City where multi-grade/combination classes are high
with the ultimate end in view with of determining implications to program planning, to assess
the degree and extent of preparation for multi-grade teachings and management of teachers,
teacher-in-charge and district supervisions, to examine the implementers’ views on the
reasons for multi-grade creation, its benefits and advantages, the assessment of implementers
on the performance of multi-grade components and the management functions of the
Teachers-in-charge/District Supervisions, to assess the effects of the performance of multi-
grade pupils on the National Elementary Achievement Test to the quality of teaching and
management of multi-grade schools. The findings revealed that the multi-grade teachers are
young, predominantly female, educationally qualified, less than 5 years of experience, no pre-
service training multi-grade teaching, have training in post but inadequate, uncertain about
motivation, low in knowledge-base but high in interpersonal skills. The teachers-in-charge
and District Supervisions are predominantly female, middle aged, advanced Education
leading to master’s degree, a few doctorial degrees, more than five-year experience, high in
motivation, knowledge-based and interpersonal skills but not record of in-service training for
the last two years.

All Multi-grade implementers have slight variations in their views as to the reasons of
multi-grade creation. They are in complete agreement as to benefits and advantages derived
from multi-grade/combination classes.

There is significant difference as to assessment of the management functions of the

Teachers-in-Charge and District Supervisors.

The result of the National Achievement Test for SY 2000-2001 put the research
environment, the Division of Davao City in the third place in the performance ranking of
divisions in Southern Mindanao.

The personal circumstances of respondents such as gender, sex, age, formal training,
their motivation, knowledge-base and interpersonal skills are suggestive of the right
demographic mix for effective multi-grade/combination teaching. However, there is a gap on
the effectiveness of the multi-grade teachers’ instructions. It can be concluded that there is no
regular in-service training of the implementers on multi-grade teaching and management.

It is recommended that in the recruitment and selection of teachers, the division office
choose teachers who are educationally qualified; young; preferably male, with high
motivation; high knowledge-based and high interpersonal skills to compliment with middle-
aged school administrators with advanced education; high motivation; high interpersonal
skills; high knowledge-based who must be assigned to multi-grade school to ably cope with
the unique characteristics of multi-grade classes. It is further recommended that intensive in-
service training of these respondents should regularly be conducted in order for them to have
common terms of reference in the discharge of their respective roles and functions and for the
enhancement of the multi-grade pupils in the NAT.
 Research shows the graphic organizers are an example of a proven strategy.
Organizers offer an entry point into complex materials for visual learners, increase
comprehensions and retention, and can be used with all students, ranging from gifted and
talented to those with mild cognitive disabilities. Research supports the utilization of graphic
as a contribution. The focus centers on the relationship of information as opposed to
memorization of isolated facts.

Title of the Research: Graphics Organizers’ Effectiveness in Teaching

Comprehension in Reading and Social Studies

Researcher: Kimberly P. Bennett (2007) University of Alabama

The Findings:

After analyzing the result of study, it was found out that using a graphic
organizer during Reading/Writing and Social Studies. Lesson was an effective way to
enhance comprehension. The study showed significant improvement in most all of the
students’ performance over a 3-week period when graphic organizer was used. The use of
graphics organizer also made the instructional time more organized and effective. The
researcher was able to quickly identify the students who needed extra help and were
explained better using a visual aid. Overall, the result had shown that both the students and
researcher benefited from this study and the students’ scores are proof of the effectiveness of
graphic organizers.

References: www.mentoringminds.com/graphic-organizers.php
 Name: _______________________________

ACTIVITY
Answer the following questionnaire. *Put a check in the column that best
describes what is true to you.

PART 1
Always Sometime Never Your
(10) s (o) Score
(5)
1. I exert effort to find out why I need to do a
particular task.
2. I reward myself when I work.
3. I see to it that I give myself regular breaks form
work.
4. I am able to keep my concentration and does not
let my mind “drift away”.
5. I have ways of dealing with distractions.
6. I am willing to do the work I do not enjoy
because I see it as important.
7. I seek clarification from the teacher about her
expectations and standards.
8. I go tutorials to improve my school work.

PART 2
Always Sometime Never Your
(10) s (o) Score
(5)
1. I make a weekly timetable for the school work I
need to accomplish.
2. I make a review schedule for examinations.
3. I plan to get the necessary resources and
equipment prior to starting work.
4. I submit all my assignments on time.
5. I have a place to work where I won’t be
disturbed.
6. I have time for family commitments and
relaxation as well as studying.
7. I prioritize tasks which should be done first,
second and so on.
8. I make a list of things to do
9. I make a list of valuable references with
bibliographic details, page numbers of quotes and
so on.
10. I review my work before submitting it.
PART 3
Always Sometime Never Your
(10) s (o) Score
(5)
1. I discuss work assignments with other students.
2. I share resources with other students.
3. I keep cuttings from newspapers and magazines
which may be of help to me.
4. I make sure I see TV programs which may be
useful.
5. I read the topic assigned before a session.
6. I ask questions and generally take part in group
discussions.
7. I listen out for key ideas when someone is
talking.
8. when I am listening to someone, I try to
anticipate what will say next.

PART 4
Always Sometime Never Your
(10) s (o) Score
(5)
1. I get so worried about assignments that they
make me feel ill.
2. this worry about assignments make me feel
depressed.
3. I feel miserable about doing assignments.
4. I let these concerns about doing assignments.
5. when I need to work, others always succeed in
persuading me to go out.
6. I have difficulty in talking to others about my
worries.
7. I ignore my personal fitness through worrying
about assignments.
8. the stress of assignments causes me to get behind
and I never seem to catch up.

PART 5
Always Sometime Never Your
(10) s (o) Score
(5)
1. my notes indicate the main ideas, rather than
merely repeat what has been said.
2. I listen for key ideas when listening to a speaker.
3. I approach tutors for help.
4. I organize or file my notes regularly.
5. I re-write my notes under key ideas, headings,
using numbering or lettering schemes.
6. I have a shorthand technique of my own.
7. I underline or highlight key ideas so they stand
out.
8. I decide before reading a book whether it is vital
or background reading.
9. I go over a book before diving into chapter one.
10. I check the contents page for relevance before
reading a book.
11. I look for summaries at the end of chapters.

PART 6
Always Sometime Never Your
(10) s (o) Score
(5)
1. I see to it that I understand what is really being
asked for in the assignment/project.
2. I read other references and read about the topic.
3. I make an outline/plan before doing my
assignment/project.
4. I check for spelling mistakes.
5. my essays have clear introductions.
6. my essays have a conclusion.
7. I frequently check back to the title during the
writing of an essay.
8. my essay/research paper has a full set of
references and a bibliography.
9. I review project/assignment before submitting it.
10. I request someone else to look at/read my
project/assignment before submitting it.

Scoring:
The six parts of the questionnaire pertain to the following aspects
of study habits:

Part 1 Motivation
Part 2 Organizing and planning your work
Part 3 Working with others; Utilizing resources and feedback
Part 4 Managing school work stress
Part 5 Note-taking and reading
Part 6 Preparing an assignment/project

Use the scoring guide below

Scoring for Part 1 motivation

Score: 10 for Always
5 for Sometimes
0 for Never

Feedback: - Score from 55 to 88 mean that you do not appear to have

many problems in getting down to work and keeping to it.
- Score from 31 to 50 mean that you sometimes get down to
work but you can be distracted, you might not always be
certain why you have to work. You probably could benefit
from learning something techniques that help you to get down
to work more consistently and keep at it.
- Score of 30 and below signify that you really do have
problems in getting down to work. Unless you develop skills
in this area you are likely to have many unsatisfactory you
need to take action.

Scoring for Part 2 Organizing and Planning your Work

Score: 10 for Always
5 for Sometimes
0 for Never

Feedback: - Score from 70 to 100 mean you are well-organized and plan a
 ahead for you work.
- Scores from 40 to 65 mean you are not as well-organized as
you can be. Your time management may benefit from a closer
analysis.
- Score of 35 and below mean you have title organization
probably deal with things as they happen, constantly doing
things at the last time, often not getting work completed. You
need to take action.
Scoring for Part 3 Working with others; Utilizing resources and feedback
Score: 10 for Always
5 for Sometimes
0 for Never

Feedback: - Score from 65 to 85 mean you make full use of resources

available, listen well and take an active part in seminars.
- Score from 35 to 50 mean you probably collect resources, but
you need to ask yourself how to use them more effectively.
- Score of 30 and below mean there are important resources
around you that are ignoring. You may not be hearing much of
what is being said. You need to know what resources are
available, and you need to find out where they are and what
they have to offer. You need to take action.

Scoring for Part 4 Managing school work stress

Score: 10 for Always
5 for Sometimes
0 for Never

Feedback: - Score from 55 to 80 mean you do not appear to have many

problems in getting down to work and keeping it.
- Score from 31 to 50 mean that you sometimes get down to
work but you can be distracted, you might not always be
certain why but you have to work. You probably could benefit
from learning some techniques that help you get down to work
more consistently and keep at it
- Score of 30 and below signify that you really do have
problems in getting down to work. Unless you develop skill in
this area you are likely to have many unsatisfactory
experiences as a student throughout your life. You need to
take action.
Scoring for Part 5 Note-taking and reading
Score: 10 for Always
5 for Sometimes
0 for Never

Feedback: - Scoring from 75 to 110 mean you prepare well and read
efficiently, learning as you go. You waste little time reading
irrelevant materials.
- Score from 45 to 70 mean your reading and note taking skills
are adequate, but could be improved.
- Scores of 40 and below means your note are likely to be of
little use to you, if they exist at all. You spend a lot of time
reading or seating in but come home with very little. You need
to become more selective in what you read are right down.
You need to take action.

Scoring for Part 6 Preparing an assignment/project.

Score: 10 for Always
5 for Sometimes
0 for Never

Feedback: - Scores from 70 to 100 mean that your essays are well taught
out,
Researched and clearly written.
- Scores from 40 to 65 mean that there is room for improvement
although you do demonstrate some skills.
- Score of 34 and below mean that you probably wonder why
your essays always get such low marks. Resources and
support are available to help you to improve your essay
writing skills. Take action now.
 ANALYSIS

My score in the Study habits Questionnaire.

Aspect of Study Habits My Score Interpretation

Part 1 motivation
Part 2 Organizing and planning your work

Part 3 Working with others; Utilizing resources and

feedback

Part 4 Managing school work stress

Part 5 Note-taking and reading

Part 6 Preparing an assignment/project

What did you discover about yourself using this questionnaire? What aspects
are you strong in? what do you need to improve in?
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