This document discusses multigrade classrooms in the Philippines. It notes that about 2/3 of public school classrooms are multigrade due to factors like remote locations, small student populations, and lack of resources. Multigrade classrooms are seen as an effective way to provide education for all children, though they have also received some negative perceptions. When implemented properly with teacher training and materials, multigrade classrooms can have advantages over single grade classrooms like helping both younger and older students learn, developing independence and social skills, and allowing teachers to better know their students.

1. Bukidnon State University
College of Teacher Education
A Special Place for
Teaching and
Learning
Reporter:
JULIET A. ORIGENES

4. - This has been the typical classroom since the public
school was organized in the Philippines.
- 2/3 of the classrooms in public school system are
single grade classrooms.

5. NATIONAL EDUCATION BUDGET (2017)
- Budget ₱544.1 billion (US$11 billion)
ENROLLMENT (2017)
- Total 26,969,816 (K-12 only)

6. Why
Multigrade
Class Exists?

7. 1. Multigrade classes were
organized as a matter of necessities
for remote barangays where the
number of children enrolled could not
meet the required number to organize
a single grade class and assign the
necessary teacher from each class.

8. 2. Distance of the
barrio and the small
number of students for
each class.

9. 3. Shortage of funds,
teachers, and school
buildings.

10. - In 1990, the Department of Education,
Culture and Sports (DECS) started to
consider the organization and operation
of multigrade classrooms to provide
Education for All.

11. Estimated No. of Brgy. Without Schools
9, 240
Incomplete Elementary Schools
11, 800
Complete Elementary Schools
20, 830
Total No.
Of
Barangays:
41, 870
Total No.
Of Elem.
Schools
32, 630

12. - Multigrade classes have been viewed as viable
means to reach as many children for elementary
grade levels.
- To provide primary Education for Filipino children.

13. - Multigrade classroom have been
organized in some private schools
in the Philippines as a matter of
choice.

14. - There seems to be a negative attitude
towards multigrade classes compared
to industrialized countries.
(World Bank, 1992)

15. - Multigrade classes are poor substitute for single
grade classes.
- On the other hand, considered equally effective in
the industrialized countries where they are part of
the educational system especially in populated
areas.

16. - One of most frequently cited reasons for
the effectiveness of multigrade class is the
cost-effectiveness of the scheme in terms
of being able to meet the needs of
community’s children.

17. - Cost-effectiveness is also related to the
cost of administration and management
of a multigrade class.

18. -Multigrade classes do have more
advantages than disadvantages
provided there is sufficient preparation
in terms of teacher training and
appropriate multi-level instructional
materials and books.

22. •Younger children learn a lot from
older ones even without it being
planned.
•Older children get constant
reinforcement of what they have
learned in previous year(s).

23. •Children’s social skills mature
earlier in multi-grade classes.
•Children become independent
learners by the nature of the
classroom needs.

24. •The multi-grade classroom is more
receptive and suitable to the
essential tenets of the ‘new
curriculum’ that is child centered,
activity based, discovery methods,
and group work.

25. •Children find their own level easier
in a multi-grade class – less likely
to feel different than in a single
age, ‘single-ability’ class.

26. - JULIET A. ORIGENES

27. •Younger children learn a lot from older ones even without it being planned.
•Older children get constant reinforcement of what they have learned in previous year(s).
•Children become independent learners by the nature of the classroom needs.
•Co-operative discipline evolves though necessity as children learn personal and group responsibility from early on.
•Children’s social skills mature earlier in multi-grade classes.
•The multi-grade classroom, by its very make up, is more receptive and suitable to the essential tenets of the ‘new
curriculum’, ie child centred, activity based, discovery methods, group work, thematic approach, integrated curriculum
etc.
•The multi-grade classroom is a natural extension from the child’s experience at home 0 multiple ages, needs and
abilities.
•Children find their own level easier in a multi-grade class – less likely to feel different than in a single age, ‘single-ability’
class.
•In a multi-grade class the teacher is likely to teach a child for two or more years. This, generally, allows the teacher to
get to know the child well and have a greater impact on affecting what the child learns. The high turnover of teachers to
children in a single grade class discriminates against the teacher ever getting to know a child beyond a superficial level.
If one accepts the correlation between how much, the knowing of a child’s experience, needs and ability effects the
quality of teaching/learning, then the multi-grade classroom has a distinct advantage in this area.