Comparative Analysis of Multigrade and Monograde Learners: Examining Social,

Emotional, and Academic Performance Outcomes

Faculty of the College of Teacher Education

SOUTHERN LEYTE STATE UNIVERSITY - TOMAS OPPUS
In Partial Fulfillment of the Requirements for the Degree
Bachelor of Elementary Education
(General Education)

Members:

Cervantes, Karen M.
Itchon, Angelie T.
Narbaiz, Cliford A.
Vergara, Kenneth

OCTOBER 2024
 INTRODUCTION

The teaching methods that teachers adopted in a single classroom to more than

one grade at a time is known as Multi-grade class teaching while on the other hand

teacher that where teach only one grade is called monogarde. Multigrade education is

a innovative approach that makes educations accessible to everyone in educational

system, particularly in rural areas. Department of Education's (DepEd) is mandated to

adopt Multigrade Education Program (MEP) nationwide as a local needs to command.

Several nations around the world have adopted a multigrade teaching approach as a

means of addressing issues related to a shortage of teachers, schools, and students (\

ahin et al., 2022; Kobayashi, 2022; Bennell, 2022; Fargas-Malet and Bagley, 2022;

Shareefa, 2021).

According to Demirel and Kurt (2021) all school-age children have access to

education and complete their primary education in the comfort of their own villages.

Thus, the education department mandates the establishment of complete elementary

schools in every barangay forming multigrade classes in some remote Barangays.

(D.O. 81, s. 2009). Monograde class. This is described as a primary school where

most of the courses are arranged according to monograde lines, in contrast to the

previous term. Compared to multigrade schools, these schools typically have a higher

student to teacher ratio, which guarantees that there are enough teachers to teach each

grade level. While multigrade structure is occasionally used by these schools to

address varying enrollment, it is doubtful that this will happen in most courses. When

it happens, kids will probably be chosen for the multigrade class.

 This study highlighting the advantages as well as the problem and worries that

need to examined by the DEPED in order to raise the efficacy and standard of

education in the current multigrade system. The researcher observed that the majority

of DepEd's training sessions only address instructional strategies, school

administration and classroom management. Regardless of providing teachers with

multigrade levels, this seminars and trainings was not on the specific scenario of

challenges and concerns in multigrade education. Inclusion to all of this, multigrade

teachers transition from one ability to the next, because they need enough time to

improve. Past researcher focus on the problem of packed classroom environments,

where teachers lack the flexibility to effectively supervise and manage their

classrooms. Teachers training mostly focusing on how to improve teaching abilities,

but it hasn't given them the tools they need to manage multi-grade classrooms. The

purpose of this study is to compare and examine social, emotional, and academic

performance outcomes in teaching multigrade and teaching in monograde, focusing

on how various elements influence the students' self-efficacy in following directions

in the two classrooms.

Despite the purest intentions of this program, issues and challenges arise

rapidly. There has been a call to evaluate the cost-saving considerations against the

effects of multi-grade classes towards pupils’ outcomes. While their is an existing

literature about teaching in a multigrade classes, there may be a theoretical gap in

understanding the comparative impact of multi-grade and monograde learners in

terms of their social, emotional and academic performance outcomes. This area has

not been thoroughly explored, indicating a gap in understanding how this factors

affects diverse learners in terms of their classroom environmental difference.

 Today's educational systems are organized by age, grade and level of students.

This organization is divided into single and multigrade classes. One of the most ideal

classroom conditions is singlegrade classes but some conditions make the training

system more conducive to the formation of multigrade classes.In different parts of the

world, different names such as "multilevel" classroom, "composite" or "combination"

classes, "double" classes, "split" classes, "mixed-age" classes, "vertically grouped"

classes, "multiple" classes, "family" classes, "unitary schools" or "multilevel" classes

have been used for teaching these classes at different levels. The multigrade class is

not very favorable to teachers and educators and according to Mulryan-Kyne [25]

teachers tend to employ instructional practices that are not likely to facilitate effective

teaching and learning but under certain circumstances, it seems necessary to use these

classes. Due to the low population density, the decline in student enrollment, the lack

of teachers, and the economic reasons it is necessary to consider the use of multigrade

classes [26].In general, it can be argued that a model must be provided for the

educational system to accelerate the achievement of the ultimate goals of school

education, as well as ways to increase efficiency and productivity in schools.

Therefore, the question of this study was to determine the efficacy and productivity of

multigrade and singlegrade classes from the point of view of teachers, principals,

parents and students.

Significance lies in the potential of the study to advance our knowledge of

how different forms of classroom structures - more precisely, multigrade compared to

monograde environments - influence learners' social, emotional, and academic

outcomes. Because the research makes comparisons between the two settings, there

may be learnings from this study about how to best teach across classrooms,

especially into best practice methods that would suit teaching in multigrade
classrooms, thereby mirroring further avenues for developing variety in the learning

needs of people. The findings from the study will also contribute to education policy

directions in resource allocation, curricula design, and teachers' training. Lastly, the

study demonstrates the aspect of social and emotional growth in the student's

achievement indicating the impression of structure within the classroom on the

relation of the students and the learner's social welfare. This emphasis leads to

changes within education methodologies to flexible models for different styles of

learners. This research paper contributes in the short term to the prevailing educative

practices, whereas in the long run, it forms a basis for further research that opens up

several exploratory avenues into the effects of classroom organization on learning

results.
Statement of the Problem

The aim of this study is to examine and compare the social, emotional, and

academic performance outcomes in multigrade and monograde learners:

1. How do differ between in multi-grade and single-grade classrooms in social

interactions of students in schools?

2. How monograde and multigrade compare with respect to the self-esteem and

emotional well-being of students?

3. Comparison of monograde and multigrade students on the performance of students

at school.

4. What are the potential advantages and disadvantages of a multigrade compared

with the conventional single-grade arrangement?

 Review of Related Literature

This chapter aims to explore the theoretical framework that serves as a lens to

examine the comparative impact of multigrade and monograde learners in terms of

their social, behavioral and academic performance. This chapter offers the literature

from global to local perspectives. This chapter attempts to look at both settings

holistically, providing the answer of the main research question: what is the difference

between the social, emotional, and academic performance outcomes in both settings;

the monograde and multigrade classes

Although the aim of multi-grade classes seems quite valid, this particular

program tends to deteriorate academic performance in learning. For example, age,

gender, and diverse cultures interacting with each other can affect students' learning

and the acquisition of set competencies (Bacane & Calisang, 2019). However, on the

other hand, some studies highlight the positive implications of multi-grade classes.

Researches have shown that multi-grade teaching, if applied properly, Can be equally

effective as one grade teaching in academics and can bring significant improvement in

social skills among learners even better than in one-grade classes. In multi-grade

classes, a greater understanding between teachers and learners and a richer

environment for students for more social participation is provided, and with proper

class management, better conditions are provided for students' learning and the

development of learners self-esteem (Mohammadjani & Majouni, 2019). Intelligence

has always been the focus of many educational and psychological researches. In

popular researches and discourses, intelligence is often considered as an inherent,

stable and trait-like characteristic and equal to IQ. Studies have shown that education
and intelligence are intertwined in a two-way relationship, because intellectual ability

predicts the degree of educability through various social and economic factors

(Bottenhorn et al., 2021). Today, in addition to the cognitive aspect of intelligence,

other aspects of it are also discussed, including moral intelligence, social intelligence,

and emotional intelligence (Haddadi Moghaddam, Abolghasemi & Tizdast, 2021).

The self-efficacy of multi-grade learners in self regulated learning maintains a

moderate relationship with the latter's performance in terms of English, Math, and

overall performance. Meanwhile, the self-assertive efficacy has a moderate

relationship with the mono-grade learners' performances in the English and Science

subjects. Moreover, mono-grade learners' self-efficacy for self regulated learning had

a moderate relationship with their performances in English, Math, Science, and

overall performance. In addition, the Self-regulatory self-efficacy of mono-grade

students had a middle relation with their performances in English, Math, Science as

well as general performance (Khalil,2020).

Multigrade class is not very amiable to teachers and educators and according

to Mulryan-Kyne, teachers tend to employ instructional practices which are not likely

to facilitate effective teaching and learning but under some circumstances, it seems

necessary to use these classes. Owing to low population density, the decline in student

enrollment, the lack of teachers and economic reasons it is compulsory to consider the

multigrade classes. Generally speaking it could be held that a model must be offered

for the educational system for the acceleration of ultimate results of school education

and ways of growth in efficiency and productivity in schools. This makes the research
question of the present study to determine if multigrade and single-grade classes are

effective and efficient for teachers, principals, parents, and students.

The researcher, (Barbetta et al. 2023), probed into the effect of attendance to

multigroup in Grade 2 classes in Italy about learning among students. The long-term

data was taken into consideration in this study. There was good quick effect as

observed using the results through the instrumental variable designed to alleviate

problems with both size and multigrading of the class. It was about 16% of usually

considered average change in school parts. But that good impact reduced over time

and became bad (-10% of a standard deviation) in Grade 8. The study pointed out that

more experienced teachers teach could weaken the long-term harmful effects of multi-

grade teaching. The study highlighted good teaching methods as a need. This has been

deliberated even in classrooms with a few grades. The paper also addressed the policy

ideas, especially for districts which had multigrading or having several grades put

together within one classroom as the primary choice for school because they did not

have resources. The researcher (Jamal Dini et al, 2022) study looks into the causes of

poor teaching in classrooms that are made up of more than a grade in primary schools.

It was based in Mastung district of Pakistan. Because of the restraints of time and

money, the study had thirty teachers in small towns. In those places, few resources

and scarcity of teachers made classes mix two or three grades together. The study

adopted a number-focused method. It distributed forms to teachers in the primary

schools of Mastung district to collect all the necessary information. The results

indicated that teaching a large number of grades together is harmful to the teaching

efficacy of teachers. Teachers' replies reflected the problems while teaching many

grades in a single class at a time. It reflected good changes in this context. Regarding
the limitations of the study, it had created some good ideas and suggestions based on

the information gathered. More than one grade teaching was also to be done at small

country schools around Mastung.

 THEORITECAL FRAMEWORKS

A theoretical framework integrating behavioral learning theory, constructivist

learning theory, and cognitive learning theory should be established in examining the

comparative analysis of multigrade and monograde learners. Behavioral learning

theory, according to Ivan Pavlov, is centered on the environmental stimuli that

influence the behavior of the learner. This therefore means that due to multigrade or

monograde classrooms, the wide spread of social interactions and the diversified

instructional strategies used in a multigrade may result in varying behavioral

outcomes compared to those significantly more uniform in a monograde classroom.

Adding a further dimension towards this analysis, the constructivist learning

theory of Jerome Bruner emphasizes the conception that learning is active knowledge

construction based on lived experiences and, importantly, their interplay with the

world. Opportunities for peer learning and negotiation accessible in multigrade

environments further enhance social-emotional development and feelings of

community and responsibility with children of various ages and abilities learning

together. On the other hand, isolated learning could be negatively affecting social

capabilities and emotional growth for the learner if their time practicing in a

monograde environment is not well utilized.

Finally, the cognitive learning theory of Jean Piaget stresses developmental

stages when learning takes place. For Piaget, learners will, over time, progress

through a series of stages of cognitive development determined by the complexity and

diversity of the learning environment in which they are placed. A multigrade

classroom may expose students to many cognitive complexities and higher peer

interaction levels, which can stimulate greater cognitive growth and flexibility than

for students in a monograde classroom.

Together, they provide a theoretical frame for the exhaustive exploration of

the differences related to the social, emotional, and academic performances between

multigrade and monograde learners, articulation, and interplay between the learning

environments and developmental processes.

 Figure 1. Conceptual Framework of the Study

Academic
Performance
Multigrade Outcomes
Learners

Comparative Analysis of
Multigrade and
Social Monograde Learners:
Examining Social,
Emotional, and Academic
Performance Outcomes
Monograde
Learners

Emotional
 Conceptual Framework of the Study

This framework compares how the students learn in the two types of classrooms;

Multigrade Classrooms and Monograde Classrooms. Multigrade classroom is where

students of different ages and grade levels are put together. Monograde Classrooms is

where all students are around the same age and with smaae grade level as put together

in one classroom.

The framework examines three key areas to discern how these different classroom

types effect the students; Academic Performance- how well the students perform

school work. Social Development-it is the ability of how well a student could be able

to develop some relationships with fellow pupils. Emotional Well-being- this

comprises of how a student feels and the emotions they hold towards themselves as

well as their learning experiences.

The study will then compare the results from both types of classrooms in these three

areas to see if one type of classroom is better than the other for student learning and

development. In brief, the "Comparative Analysis" box summarizes the comparison

between multigrade and monograde

Definitions of Terms

1. Comparative Analysis- refers to a systematic comparison of two or more subjects,

in this case the multigrade and monograde learners, to establish differences,

similarities, and effects of learning settings on various outcomes. This paper will
focus on analyzing and comparing the outcome of social, emotional, and academic

performances of the said two kinds of learning settings.

2. Multigrade Learners- refers to students of different age and grade levels that are

taught in one-classroom by a single teacher. In multigrade classrooms, students of

different ages and academic competence are taught together, which mostly happens in

rural and other under-resourced schools where there is fewer students for starting a

class for one grade level.

3. Monograde Learners- are those who have classrooms wherein the students are all

at a common grade level. Monograde classrooms tend to keep the student population

with respect to age, grade, and academic level more homogeneous. This is the more

traditional model of schooling, where most cities or better-provided schools prevail.

4. Social Performance Outcomes- encompass the ability of students to engage with

their peers, build social relationships, and enact social behaviors in areas like

cooperation, empathy, leadership, and resolving conflict. These shall be key to the

social development and immersion of students in school communities.

5. Emotional Performance Outcomes- refer to the emotional well-being, regulation,

and resilience of students. It includes their ability to cope with stress, manage their

emotions in school settings, and develop emotional intelligence that is claimed to

influence their behavior and academic engagement.

6. Academic Performance Outcomes- refers to the measurable achievements of a

learner in their respective subjects such as reading, writing, mathematics, and science.

The results usually are assessed using grades, test scores, and other evaluation tools in

efforts to determine the pupils' understanding and mastery of the school curriculum.

7. Social-Emotional Development- the process of equipping learners with the capacity

of understanding and managing emotions, establishing positive and capable

relationships, and responsible decision making. Social-emotional development is

integral to a student's school and life success because it impacts social and emotional

performance outcomes.

8. Classroom Environment- is the physical, social, and psychological conditions for

learning. In multigrade, the context might require teachers to adjust their teaching

styles more so because of the different learners involved, whereas monograde

classrooms involve a more normalized teaching approach.

9.Teacher Role in Multigrade Classrooms vs. Monograde Classrooms- the multitask

teacher teaches students across different levels of learning and it is not unusual to

individualize instruction for various segments of students; peer tutoring and other

forms of personalized attention often occur. Monograde teachers, on the other hand,

teach students who are usually at the same grade level, with teaching practices often

standardized to suit the homogenous group of students.

10. Instructional Strategies- the ways teachers teach and the methods of strategies to

guide learning. In multigrade classrooms, there may be more project-oriented

approaches and peer teaching as well as adaptive learning methods that would reach a

student or a group of students who have higher needs than others. In monograde

classrooms, it's usually more grade-level specific in instructional strategy and not as

differentiated.

11. Peer Interaction- refers to ways through which students in a class interact with

their age mates either formally through structured activities or informally in social

contexts. The peer interactions might be cross-age collaboration, depending on

whether the classroom is multigrade, meaning there are more than one grade level in

one class, or monograde, meaning there is only one grade level in one class; thus the

social relationships would be very different.

12. Academic Achievement- based on curriculum attained, is an indication of

mastering subject matters and learning accomplishment for the grade level. Usually

measured through standardized assessments such as tests, assignments, and grades.

The study intends to compare how students in multigrade and monograde settings

perform academically across subjects.

13. Learning Outcomes- refers to the knowledge, skills, and competencies students

should have acquired as a result of their educational experience. Most learning

outcomes are usually based on assessment in measuring academic success and vary

considerably from one educational environment to another depending on the teaching

methods and behaviors of students.

 Chapter II
Research Methodology

This chapter discusses the methodology used in the study. It covers the study’s

design, setting, and participants.

Research Design

This study will use a phenomenology research approach can be defined as an

approach to research that seeks to describe the essence of a phenomenon by exploring

it from the perspective of those who have experienced it. The goal of phenomenology

is to describe the meaning of this experience—both in terms of what was experienced

and how it was experienced (Neubauer, B. E., Witkop, C. T., & Varpio, L. 2019). The

specific study topics will center on experiences of students in multi-grade class in

elementary grades. Additionally, in order to get insight into the experiences of

students about multi-grade, the study will include qualitative data gathering

techniques such focus groups, interviews, and observations. Through

phenomenological analysis, researchers will delve into the comparison of the

multigrade and monograde learners; examining social, emotional, and academic

performance outcomes. By applying phenomenology to the data gathered through

focus groups, interviews, and observations, researchers can identify common themes,

patterns, and insights that may inform understanding of the effects and experiences of

teacher in teaching multi-grade.

Setting

The study is conducted at Juangon Elementary School (JES) home of

Malitbog, Southern Leyte's Sitio Canumay. It is thought to be eight (8) kilometers

away from the heart of the town. The total land area of 938.92 square meters which

has enough buildable space for construction of school building. Previously, the

institution was known as Juangon Elementary School. Only kindergarten through

fourth grade was provided the first year. It officially offers Kindergarten and

Intermediate grades with the academic year 2020-2021. Currently, JES provides

educational services for Kindergarten, Grades 1 up to Grade 6. Before, the school had

four teachers with 1 School Head. Recently, one of teacher transferred to Malitbog

Central School without replacement. So, we need one replacement to handle Grade 3

& 4 learners. It has two female teachers and one male, the other one serves as the

school head. For the past 3 years, JES had no buildings but at the present time it has

one makeshift from SEF divided into two classrooms, one for the grade 1 & 2 class,

and the other one for grade 5 & 6. Also, the AHAH donated one TLS for

Kindergarten and Grade 3 & 4 class. Another remarkable development of the school

was the concrete fence four blocks was done. The electric connection, the newly

constructed tiled comfort rooms, hand washing and the newly constructed office for

the School Head. Like other schools, it aims to produce globally competitive,

responsible, prolific, patriotic, morally upright and God-loving Filipinos. The school

will continue its endeavor of aspirations to soar high in consonance with the vision

and mission of the Department of Education incorporated with the core values.
Participants

The participants in this research study are grade 3 and 4 students from two

local educational institutions: Juangon Elementary School and San Isidro Elementary

School. It would be possible to conduct comparative analysis on a different

educational environment and different teaching methodology that may trigger

differences among student engagement and learning outcomes. It would help the

students understand effective strategies to strengthen learning experiences and

recognize how those efforts support their educational challenges and needs. Parental

consent and ethical consideration will thus ensure that the well-being and rights of the

participant participants are respected throughout this process. Overall, in addition to

the insight acquired during this study, which may be crucial in framing the policies

and educational strategies with the aim of succeeding for young learners in academic.

Measures

In this study, researchers will use a survey questioner in gathering students'

experiences related to their social, emotional, and academic experiences in multigrade

and monograde classrooms. It will begin with demographic questions, age, gender,

and grade level; it helps researchers understand the background characteristics of each

student. To address the social and emotional sides, the students will be expected to

respond to a set of open-ended questions that will provoke them to think upon their

relationships with their peers, belongingness in the classroom, and comfort levels

within the classroom. The questions are so designed that they are open-ended so as to

elicit responses from students' experiences of social interaction and emotional well-
being; thus, the responses provide insights into how the context of the classroom will

impact on their experiences.

The questionnaire on academic performance is to include open-ended

questions that will be used to find out why students are motivated, engaged, and

perceive challenges in learning processes. Students will be asked to describe their

feelings on occasions when they feel they receive academic support, are challenged,

and discouraged while in classes, bringing forward their subjective views on

classroom dynamics as well as the academic support received. The qualitative format

will then allow the students to develop highly informative responses, with examples,

feelings, and thoughts that would reflect subtle distinctions between multigrade and

monograde settings. In this way, the researchers would then be able to identify

recurring themes, unique perspectives, and the very specific ways in which classroom

structure affects students' academic and emotional experiences. The study will attempt

to capture these qualitative dimensions towards a richer and more comprehensive

understanding of impacts modified by multigrade and monograde classrooms on the

social, emotional, as well as academic development of students.

Research Procedure

Prior to data collection, the researchers will seek approval from the Student

Research Committee (SRC) to conduct the study. A review of the SRC's comment

and the integration of their feedback into the study to ensure that it is conducted in a

manner that is conscious of both ethical requirements and academic merit. Having

acquired clearance from the SRC, formal letters of request will be addressed to the

District Supervisor, School Principal, and Grade 3 and 4 Teachers and Advisers of

Juangon Elementary School of the Malitbog District and San Isidro Elementary
School Tomas Oppus District. The letters define the purpose of the research,

methodology, and request permission to conduct the study on the premises of the

school.

After getting all the necessary approvals, then the researchers will permit the

completion of the informed consent forms and then transmit them to the parents or the

legally recognized guardians of interested students.The consent form will enlighten

them in detail about the purpose, nature, risks, and benefits and confidentiality of

study. It will also indicate that the participation is purely on a volunteer basis and they

may withdraw from it at any time without reprisal. The contact numbers of the

investigators will be included, and the parents will be asked to sign the permit form so

that it would be a proof for them to know and give permission that their child is

willing to participate.

Having secured this consent, the researcher shall conduct the survey

questionnaire among the students. It will first ask the respondents the following:

including age, gender, and classroom type (multigrade or monograde). This

demographic information will help in the analysis of possible influences participant

background may bear on responses. The core part of the survey would include open-

ended questions that could retrieve qualitative information about what students

experience at the social, emotional, and academic planes. Questions that these surveys

would ask students to describe what is happening in peer interactions, emotional

comfort, motivation, and other academic challenges allow insight into different

experiences for multigrade and monograde classrooms.

This would imply that the data collected would require coding all responses so

that patterns and recurring themes are identified which outline the pattern of influence
that classroom structure casts over the social, emotional, and academic outcome of the

students.

Data Analysis

Once the data has been collected from the survey, the authors will conduct

thematic analysis of the open-ended responses for themes of classroom, emotional,

and academic experiences both in multigrade and monograde classrooms. The

responses will be coded to the categories such as "peer support," "academic

motivation," "emotional comfort," for comparison purposes of the two groups.

Descriptive statistics will be applied on demographic data just to summarize on

participant characters about the two groups.

Qualitative findings will be interpreted to identify specific patterns by using

direct quotes from student responses to illuminate these insights to facilitate the

investigation of significant differences in classroom experiences for multigrade and

monograde settings. This analysis will finally make sure that there is an interpretation

that brings up comprehensive understanding about the impacts on students' social

interactions, emotional well-being, and academic motivation distinguished by the

student experiences in multigrade and monograde settings.

Limitation of the Study

The study scope is the comparison of outcomes on social, emotional, and

academic performance among students in multigrade versus monograde classrooms.

Still, the generalizability of the findings would be restricted if this were a small

sample size or one with limited diversity within the sample. Since the study strictly
looked at the outcomes of two school and grade level (Grade 3 and 4), it may not be

generalizable to other student age groups or grade levels, or even schools. Moreover,

since the basis of this study is founded on self-reported data from children, there also

lies the limitation of having responses influenced by the perception and social

desirability bias, which might compromise the outcome validity. Variation in

instructional styles by teachers, resources available in the classroom, and support

from school can be attributed to student experience in limiting consistency and the

transferability of results to other educational contexts. Such factors may make

findings even more diversified for the clientele of students.

 INSTRUMENT

Research Instrument: Comparative Analysis of Multigrade and Monograde

Learners

Section 1: Demographic Information

To understand the background characteristics of each student, the survey begins

with demographic questions. These include:
- Age
- Gender
- Grade level
- Type of classroom setting (monograde or multigrade)

Section 2: Social and Emotional Experiences

This section will include both closed and open-ended questions to explore
students’ social interactions, self-esteem, and emotional well-being. The closed-
ended questions will use a 5-point Likert scale (1 = Strongly Disagree, 5 =
Strongly Agree) to measure perceptions, while the open-ended questions will
capture deeper insights. Sample items include:

Closed-Ended Questions:

1. "I feel a sense of belonging in my classroom."

2. "I find it easy to make friends with my classmates."
3. "I feel confident sharing my thoughts in class discussions."
4. "I am supported by my classmates when I face challenges."
5. "My classroom environment makes me feel safe and comfortable."

Open-Ended Questions:

1. Can you describe how your classroom setup influences your interactions with
your classmates?
2. How does your classroom make you feel emotionally supported or
unsupported?
3. Share an experience that made you feel particularly confident or insecure in
your classroom.

Section 3: Academic Performance

The academic performance section will investigate students’ motivations,

engagement, and perceptions of challenges in their learning process. Closed-
ended and open-ended formats will be used:

Closed-Ended Questions:
1. "I feel motivated to do my best in this classroom setting."
2. "My teacher provides me with enough academic support to succeed."
3. "I find the lessons challenging in a good way."
4. "I am encouraged to ask questions when I don’t understand something."
5. "The classroom environment helps me focus on my studies."

Open-Ended Questions:

1. Can you describe a time when you felt supported or unsupported academically
in your classroom?
2. What motivates you to learn in your current classroom setting?
3. What challenges do you face in your learning process, and how do you
overcome them?

Section 4: Advantages and Disadvantages of Multigrade and Monograde

Classrooms
To understand students’ perceptions of the strengths and weaknesses of each
classroom type, the following open-ended questions will be asked:

1. What do you like most about your classroom setup (monograde or

multigrade)? Why?
2. What do you find challenging about your classroom setup? How does it affect
your learning?
3. In your opinion, how does the classroom setup help or hinder your social,
emotional, or academic growth?

Data Collection Procedure

1. Distribute the survey to students in both multigrade and monograde classrooms.

2. Collect responses (anonymously, if necessary) and compile them for analysis.

3. Use a mix of quantitative analysis (rating scales, frequencies) and qualitative

analysis (open- ended questions) to compare the findings between students in

multigrade and monograde settings

Analysis

 Quantitative Data: Analyze using descriptive statistics (e.g., averages,

percentages) to compare the emotional, social, and academic experiences of

students in multigrade and monograde classrooms.

 Qualitative Data: Use thematic analysis to identify recurring themes in

students' responses to open-ended questions.

Research Title: Comparative Analysis of Multigrade and Monograde Learners:
Examining Social, Emotional, and Academic Performance Outcomes

Members:
Cervantes, Karen M.
Itchon, Angelie T.
Narbaiz, Cliford A.
Vergara, Kenneth
 “Research Checklist”

Comments/Suggestions Compliance/Remarks

1. Title The SRC suggested to change our title: Complied (Incorporated in

(revise, avoid the word “examining”) the progress research)
The researcher suggested to have it titled: Complied (Incorporated in
Exploring the Challenges of Teaching in the progress research)
Multi-Grade Classrooms: A Teacher
Experience Study
When have it checked by the research Complied (Incorporated in
adviser, she suggested/recommended to the progress research)
shift our focus on students rather than the
teacher due to ample existing research of the
teachers experiences and challenges.
Thus, it was decided to have it named; Complied (Incorporated in
Comparative Analysis of Multigrade and the progress research)
Monograde Learners: Examining Social,
Emotional, and Academic Performance
Outcomes
2. Introduction Sir Consul suggested that it should contain, Complied (Incorporated in
research gap, international citation, local the progress research)
and national. See on the page-1-4
As for the citations, it was suggested to Complied (Incorporated in
more citations (must be 1-2 sentences the progress research)
citation)
3. RRL The SRC suggested that the RRL should Complied (Incorporated in
be on SOP (exemptions are the memo, the progress research)
theory and legal basis)
As for the theoretical framework, justify and Complied (Incorporated in
discuss the framework to understand it the progress research)
clearly, discuss the major variables in the
RRL
4. SOP The SOP are all qualitative therefore it Complied (Incorporated in
 should be quantitative. the progress research)

5. Method Last portion of the introduction put the Complied (Incorporated in

significance of the study. the progress research)