Practices of multigrade classes among public elementary schools of Bataan Proposed GVR integrative triangulation framework /
Roberts, Gideon V.
Practices of multigrade classes among public elementary schools of Bataan Proposed GVR integrative triangulation framework / [manuscript] : Gideon V. Roberts. - Balanga City : BPSU, 2017. - 148 leaves ; 28 cm.
Include bibliographical reference.
This study assessed the practices in multigrade classes as inputs for the development of a framework for teaching at public elementary schools of Bataan for the School Year, 2016-2017. The study raised a total of 29 respondents. Using the concurrent triangulation method of research, the data were gathered through observation, adapted standardized survey questionnaire, and interview in an FGD (Focused Group Discussion). In light of the findings of the study, after the data had been treated the researcher concluded that majority of the respondents were ages 49 and above, females, have earned Masteral units, have 1 to 5 years in service, have attended division seminars, and were teachers of multigrade classes. Both the school administrators (x̅ = 3.60) and teachers (x̅ = 3.42) strongly agreed that teachers are doing their duties and responsibilities in a multi-grade classroom (x̅ = 3.48). They scored highest in community involvement (x̅ = 3.64) and lowest in instructional materials (x̅ = 3.28). Further, the study showed that there is no significant difference on the practices in multi-grade classes by teachers when respondents are grouped according to age, sex, highest educational attainment, length of service, relevant seminars attended, and positions. Hence, the null hypothesis is being accepted. From the duration of interview, there were 10 multigrade teachers whose case stories focused on their daily challenges and sacrifices as multigrade teachers to the marginalized communities of Bataan. The insights withdrawn for the case stories of practices in multigrade teaching focused on providing conducive classroom environment, differentiating instruction, coping with the paradigm shift in curricula, outsourcing instructional materials, engaging stakeholders, hurdling the great class divide, extending the accessibility of education, and brigading for quality education. Given the fact that multigrade teaching is a challenging task for teachers, the positive and high level of practices posited by both teachers and school administrators of multigrade schools in the province of Bataan are indications that the primary goals of the program are delivered effectively to the clientele, particularly those living in remote and far-flung areas. Ultimately, the developed framework triangulation in teaching multigrade class provides a research-oriented structure on the concurrent practices in multigrade education in the country through the triangulate approaches of observation, survey, and interviews. On the onset of personal observations, the rationale for multigrade education, the direction of multigrade education, and the problems encountered in the course of implementation had emerged and identified.
Practices of multigrade classes among public elementary schools of Bataan Proposed GVR integrative triangulation framework / [manuscript] : Gideon V. Roberts. - Balanga City : BPSU, 2017. - 148 leaves ; 28 cm.
Include bibliographical reference.
This study assessed the practices in multigrade classes as inputs for the development of a framework for teaching at public elementary schools of Bataan for the School Year, 2016-2017. The study raised a total of 29 respondents. Using the concurrent triangulation method of research, the data were gathered through observation, adapted standardized survey questionnaire, and interview in an FGD (Focused Group Discussion). In light of the findings of the study, after the data had been treated the researcher concluded that majority of the respondents were ages 49 and above, females, have earned Masteral units, have 1 to 5 years in service, have attended division seminars, and were teachers of multigrade classes. Both the school administrators (x̅ = 3.60) and teachers (x̅ = 3.42) strongly agreed that teachers are doing their duties and responsibilities in a multi-grade classroom (x̅ = 3.48). They scored highest in community involvement (x̅ = 3.64) and lowest in instructional materials (x̅ = 3.28). Further, the study showed that there is no significant difference on the practices in multi-grade classes by teachers when respondents are grouped according to age, sex, highest educational attainment, length of service, relevant seminars attended, and positions. Hence, the null hypothesis is being accepted. From the duration of interview, there were 10 multigrade teachers whose case stories focused on their daily challenges and sacrifices as multigrade teachers to the marginalized communities of Bataan. The insights withdrawn for the case stories of practices in multigrade teaching focused on providing conducive classroom environment, differentiating instruction, coping with the paradigm shift in curricula, outsourcing instructional materials, engaging stakeholders, hurdling the great class divide, extending the accessibility of education, and brigading for quality education. Given the fact that multigrade teaching is a challenging task for teachers, the positive and high level of practices posited by both teachers and school administrators of multigrade schools in the province of Bataan are indications that the primary goals of the program are delivered effectively to the clientele, particularly those living in remote and far-flung areas. Ultimately, the developed framework triangulation in teaching multigrade class provides a research-oriented structure on the concurrent practices in multigrade education in the country through the triangulate approaches of observation, survey, and interviews. On the onset of personal observations, the rationale for multigrade education, the direction of multigrade education, and the problems encountered in the course of implementation had emerged and identified.