CHAPTER 6

Research and Partnership in Multigrade Teaching

Overview
Research is a reliable way to understand and find solutions to various issues in different fields
including those in education. Learning about the whats, whys and hows of multigrade classes
would not have been possible without research. At present, both qualitative and quantitative
research on multigrade teaching are growing in numbers. Few examples are those that focus on
the benefits and drawbacks of multigrade classes and challenges encountered by multigrade
teachers and students. These researches have significantly contributed to improving the quality of
multigrade teaching.
Aside from research, partnership with local and international, private and public agencies has also
led to the improvement of multigrade teaching. The term ‘partnership’ connotes part-ownership or
shared responsibility. It is a relationship characterized by roles, responsibilities, rights, obligations,
and accountabilities. This relationship may be based on legislations, shared ethical norms, rules
and/or conventions (Mathot, 2001). Partnerships made possible the effective implementation of
the Multigrade Program.
In this Chapter you will get acquainted with some research on Multigrade teaching. You will also
learn about the Department of Education’s collaborations with other government agencies and
non-government organizations which contribute to the Multigrade Program’s successful
implementation.

Intended Learning Outcomes

At the end of the Chapter, you should be able to:

• explain the importance of research and partnership in Multigrade Teaching;
• discuss researches related to Multigrade Teaching;
• identify the different agencies that are in partnership with DepEd in the implementation of
Multigrade program;
• cite different partnership activities; and
• identify issues in Multigrade Teaching that can be addressed through research and
partnership.
Lesson 1
LET'S DIG DEEPER
Multigrade teaching has been a subject of several researches. According to SEAMEO
INNOTECH (2020), it has been existing in global literature since the 1990s. The findings of these
studies provide deeper understanding on life in multigrade classrooms. At present, both qualitative
and quantitative studies on multigrade teaching are increasing in numbers which have dealt with a
variety of issues discussed in the succeeding pages.

Impact of Multigrade Teaching on Students' Learning

Most of the early studies on multigrade teaching focus on its effect on the learning of students,
Veenman (1995) and Mason and Burns (1997) conducted comprehensive analyses of studies from
different countries on the impact of multigrade teaching on students. As reported by Veenman
(1995), the cognitive and non-cognitive outcomes in the monograde and multigrade classes have
no significant differences. Moreover, he revealed that students in the multigrade classroom did not
do any better than those in monograde classroom as to their self-concept and attitude towards
studies. Similar findings were shown in the review of Mason and Bum's (1997). Another study
revealed that although the multigrade program had no substantial influence on student outcomes
as measured by attendance and academic achievement, it did have a perceived advantage on the
students' psychosocial aspects (Proehl et al., 2013). Multigrade students are more likely to
encourage and support their peers. On the other hand, in the study of Berry (2001), it was found
out that at the culminating phase of primary education, multigrade students score better on
achievement tests than those who are in monograde classrooms. This supports the research
findings of Funtua (2015) that there is a difference between the academic achievements of students
in monograde and multigrade classes. Another study discerned that some multigrade students have
better performance in reading than the monograde students (Little 2006).
As you have observed, different studies arrived at opposing findings as to the impact of multigrade
teaching on student's performance. This disparity in the findings may be due to the different
variables taken into consideration when the studies were conducted, as well as the condition of the
participating multigrade classes. According to Kivunja & Sims (2015), the effect of multigrade
teaching on the learning outcomes of students can be associated with the assumption that when
multigrade is introduced as a strategic pedagogical option and is well-resourced, results may be
better than when it is offered out of desperation and is under-resourced.
Issues in Multigrade Classes
One of the earliest studies on multigrade teaching was the "Issues in the Development of
Multigrade Schools" by Christopher Thomas and Christopher Shaw. Their study revealed the key
factors to be taken into account in supporting multigrade classes (Tomas, C. & Shaw C., 1992).
They are given below:
• Effective teaching strategies have to be utilized in order for multigrade schools to operate
properly.
• Teachers need sufficient materials and resources such as but not limited to textbooks and
programmed learning materials.
•
• Support networks should be established among teachers. Pilot multigrade programs must
have support from the national level, such as financial support and active participation of
key multigrade advocates.

Another literature from the early 1990s was the "Review of the Qualitative Research on
Multigrade Instruction" by Bruce Miller. Research studies on multigrade teaching in
various countries around the globe were reviewed in this paper. This review reflects the
issues arising from the perceptions of principals and teachers on multigrade instruction
such as (Miller, B., 1991):
• teachers need special teaching strategies and must be well-prepared to teach
• teachers should have adequate training in teaching multigrade
• teachers should be ready to apply cross-age tutoring when necessary
• social studies and science instruction need special adaptations
• teaching materials should be made available for teachers
• individualized instruction should be used; and
• multigrade teachers should receive incentives.

Likewise, Veenman (1996) concluded in his research that the challenges faced by educators in
multigrade classes are focused around five areas.
1) the efficient utilization of time for instruction;
2) the design of effective instruction;
3) classroom management;
4) the organization of independent practice or learning; and
5) the formulation of clear and mutually agreed-upon goals.
A recent literature from SEAMEO INNOTECH (2020) discussed the following as issues in
the implementation of Multigrade Program in the Philippines:

• Teachers have to perform several functions.

• School administrators have insufficient instructional support.
• There is no system for monitoring and evaluation of a multigrade program.

Components of Successful Multigrade Teaching

There are researches that focus on identifying the components of successful multigrade
instruction. This includes the study of Miller (1991) which identified six key factors
influencing successful multigrade teaching:
• classroom organization that promotes learning, independence and interdependence
among students;
• classroom management and discipline that strengthen student accountability for their
own learning;
• curriculum and instructional organization that permit a maximum of collaborative and
self-directed student learning
• instructional delivery that enhances the quality of instruction
• self-directed learning strategies that promote self-confidence, perseverance and
initiative; and
• peer tutoring which creates more opportunities to learn.

Most of these factors rely on the expertise of the teacher, and a recent study has
established this as the main factor contributing to the success of a multigrade program
(Soliman & Ismail, 2010). It is therefore important to develop both the skills and the
well-being of teachers. In a study conducted by Polvorido as cited by Lapuz (2015), it
was recommended that educational institutions offering BEED courses should include
in their curriculum specific training for multigrade classes, and they should also expose
the aspiring teachers to such situations during their student teaching internship. It also
suggested giving additional compensation to multigrade teachers and to allocate items
for Master Teacher in multigrade classes.

In addition, SEAMEO INNOTECH (2020), reflected in its report on a Review of the

Current Situation and Practices of Multigrade Schools in the Philippines that the
following are contributing factors to successful implementation of Multigrade
Program:

• applying innovative instructional strategies for multigrade classes

• utilizing authentic assessments;
• enabling school leadership;
• encouraging strong parental and community support; and,
• strengthening teachers' commitment
Given the limited resources for education and little support to educators, research needs
to be undertaken and success stories of existing Multigrade Programs should be shared
in order to improve the quality of multigrade teaching while avoiding costly mistakes.
 LESSON 2

Partnership in multigrade teaching

LET'S DIG DEEPER

Partnership is defined as an agreement between two or more people or groups to work

together toward the same goal. When two parties come together for the common good
of a school or to enhance student learning, it is called educational partnership (Gurlui,
2015). A partner can be anyone who is concerned in or dedicated to improve
educational experiences for students, families, schools, and the community. For a
partnership to be truly effective, experts agree that it must benefit both parties and must
possess certain characteristics.

• It is learner-centered.
• It reaches decisions through mutual agreement.
• Its primary focus is on educational objectives.
• It holds a high regard for school, family and community support.
• It values respect in communicating with the partners.
• It develops and uses strategies to resolve conflict.

Importance of Partnership

Partnerships are established for a variety of reasons which include providing the
obtaining additional and pursuing a specific cause or concern. In the case of many
multigrade schools with insufficient resources, partnership is of great importance
(Mathot, 2001). Partnerships can help to improve program quality, make better use of
resources, and align goals and curricula (Harvard Family Research Project, 2010).
Aside from directly enhancing student learning, partnership can also provide additional
benefits to students, their families and the community.

• Skillful community members can serve as teacher assistants or resource

persons.
• The school can depend on the community's support in events such as fund-
raising activities, school construction and maintenance.
• The learning environment will be strengthened by community support.
• The school may serve as a central point for community events. In addition, the
students may play an active part in community activities.
 Based on the research findings of SEAMEO INNOTECH (2020), other forms
of assistance that were provided through partnership are financial assistance for
school projects and activities, honoraria for parent-teacher, hardship allowance
of school teachers, payment of school utilities bills, feeding programs, school
repair and construction materials, medical assistance for pupils, and moral
support.

Partnership with Families and Community

The foundation of a well-organized partnership program is the creation of an

action team. The action team is composed of teachers, administrators, parents
and community partners. The team prepares a yearly plan for family and
community involvement, implements and evaluates programs, and integrates
the activities undertaken by other groups and individual teachers into a holistic
partnership program for the school, all with a clear focus on increasing student
success. Annual 130 Teaching Multigrade Classes action plans reflect the
research-based framework of six categories of involvement-parenting,
communicating. volunteering, learning at home, decision-making, and
collaborating with the community. Schools may assist parents become involved
at school and at home in a variety of ways that match student needs and family
schedules by introducing activities for all six categories of involvement.

Epstein's Framework of Six Types of Involvement (Epstein, 2019)

1. Parenting: Assist all families in creating home conditions that will promote their student's
academic success.
2. Communicating: Create effective home-to-school and school-to-home communications
about the educational experiences of the student.
3. Volunteering: Organize and recruit parent assistance and support.
4. Learning at home: Provide families with information and ideas on how to assist students
at home.
5. Decision making: Involve parents in school decision-making by nurturing parent leaders
and representatives.
6. Collaborating with the community: Determine and incorporate resources and services from
the community to support school activities and family practices.

Partnership with Government Agencies

For greater recognition of multigrade classes, government funding is necessary. The

Department of Education receives the majority of government financing and is in charge
of appropriating funds through grants and other forms of help. Other government agencies
also provide support to schools in varied forms.

1. Government agencies responsible for infrastructural growth, such as highways,

electricity and drinking water attend to the needs of schools in remote areas.
2. Upgrade and assist teachers in the use of ICT (Information and Communications
Technology).
3. Develop a national policy for both monograde and multigrade classes.
4 . Ensure coordination with relevant institutions for teacher training.
5. Provide levels of control by providing adequately trained staff and integrating relevant
methodologies into conventional teacher education programs.
6. Include the teaching of multigrade classes in the pre-service teacher education programs.
7. Pay careful attention to the professional development of multigrade teachers, within the
context of effective in – service teacher education programs.
8. Create resources for teaching and learning relevant to multigrade teaching.

Partnership with International Agencies

A Memorandum of Agreement (MoA) between the Department of Education (DepEd), the

United Nations Children's Fund (UNICEF) and the Regional Center for Educational
Innovation and Technology (SEAMEO INNOTECH) of the Southeast Asian Ministers of
Education Organization was developed in 2017 to address the shared post-2015 agenda for
educational growth and action and priorities funding sustainable development Goal 4 "for
inclusive and affordable education for all aimed at promoting lifelong learning", in
particular, access for the most disadvantaged learners to quality learning opportunities. The
tripartite partnership decided to undertake knowledge exchange and collaboration over the
next six years on education services for marginalized learning groups in the Philippines.
Since 1993, DepEd's Multigrade Program in Philippine Education or MPPE has officially
responded to the need for access to quality education in approximately 22% of public
elementary schools in underserved, isolated, and sparsely populated areas. Given that the
Multigrade Program of DepEd is considered to be one of the delivery programs to be
reviewed, updated and improved, UNICEF and SEAMEO INNOTECH have defined key
steps to help DepEd advance the implementation of MPPE as the first shared field to work
together under the Memorandum of Agreement. A Program Document (PD) was created
to support the Multigrade Program of DepEd through a project called Technical Support
for the Philippine Education Multigrade Program or TS-MPPE, co-funded by UNICEF and
SEAMEO-INNOTECH, with DepEd's kind support. (SEAMEO-INNOTECH, 2019).