Comparative analysis of the results of multigrade and singlegrade classes based on indicators of educational productivity and efficiency: A case study of Bandar Abbas city primary and secondary schools

Motamedi, Vahid; Khajouie, Fateme Gharaie Pour

doi:10.11591/edulearn.v14i2.15871

Cited by 3 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There was no noticeable difference between multigrade and monograde schools according to an early study in multigrade teaching (Motamedi & Khajouie, 2020). Findings revealed that multiage schooling has a bad classroom structure when compared to monograde courses is incorrect (Engin, 2018).…”

Section: Introductionmentioning

confidence: 85%

See 1 more Smart Citation

Learning Outcomes between Sixth-Graders in Multigrade Classes and Monograde Classes

Risonar¹,

Digamon²

2022

IMRJ

View full text Add to dashboard Cite

Filipino students' scores and performances in international tests such as the Program for International Student Assessment (PISA) indicate the country's performance in Science, Mathematics, and reading which is linked to the level of students’ critical thinking. Interrelated to this, the National Achievement Test found that pupils in Gingoog City Division are quite poorly whose learning outcomes are influenced by its schooling: rural and urban. The Philippines is a country that is composed of many multigrade schools as an alternative to monograde schools. With this, researchers disclose the level of critical thinking as learning outcomes of Grade 6 students in multigrade and monograde classes and figure out if multigrade education is a factor to consider. The study used a causal-comparative design of research and cluster sampling, consisting of four multigrade Grade 6 classes with 44 total respondents and two monograde schools with 46 total respondents in the same district of Gingoog City. For the analysis of data, frequency and percentage were utilized to measure the students' reading critical thinking in multigrade and monograde classes respectively, and Mann-Whitney test was performed to determine the significant difference between the critical thinking levels of both groups. Findings revealed that there is no significant difference in students’ achievement between multigrade and monograde courses. In terms of critical thinking, students in the monograde classroom performed fairly better than the students in the monograde classroom despite of the same quality of instruction. Multigrade education has no impact on critical thinking outcomes. Thus, it is recommended that multigrade implementation be continued as a viable learning alternative to the standard monograde classroom.

show abstract

Section: Introductionmentioning

confidence: 85%

“…Multigrade education is the subject of a lot of research (Cornish, 2021), and there are a lot of disputes over the supposed benefits (Motamedi & Khajouie, 2020). It's very important to compare the effects of multigrade versus monograde schooling on student academic growth.…”

Section: Introductionmentioning

confidence: 99%

Learning Outcomes between Sixth-Graders in Multigrade Classes and Monograde Classes

Risonar¹,

Digamon²

2022

IMRJ

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Untitled

2022

IMRJ

View full text Add to dashboard Cite

Filipino students' scores and performances in international tests such as the Program for International Student Assessment (PISA) indicate the country's performance in Science, Mathematics, and reading which is linked to the level of students' critical thinking. Interrelated to this, the National Achievement Test found that pupils in Gingoog City Division are quite poorly whose learning outcomes are influenced by its schooling: rural and urban. The Philippines is a country that is composed of many multigrade schools as an alternative to monograde schools. With this, researchers disclose the level of critical thinking as learning outcomes of Grade 6 students in multigrade and monograde classes and figure out if multigrade education is a factor to consider. The study used a causal-comparative design of research and cluster sampling, consisting of four multigrade Grade 6 classes with 44 total respondents and two monograde schools with 46 total respondents in the same district of Gingoog City. For the analysis of data, frequency and percentage were utilized to measure the students' reading critical thinking in multigrade and monograde classes respectively, and Mann-Whitney test was performed to determine the significant difference between the critical thinking levels of both groups. Findings revealed that there is no significant difference in students' achievement between multigrade and monograde courses. In terms of critical thinking, students in the monograde classroom performed fairly better than the students in the monograde classroom despite of the same quality of instruction. Multigrade education has no impact on critical thinking outcomes. Thus, it is recommended that multigrade implementation be continued as a viable learning alternative to the standard monograde classroom.

show abstract

English First Additional Language: Teachers’ written feedback practices in multi-grade classrooms in rural South African primary schools

Taole

2022

SAJE

View full text Add to dashboard Cite

Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners’ writing activities in English First Additional Language. Written feedback is widely believed to be central to learners’ learning and achievement. Feedback is assumed to change learners’ thinking or behaviour towards their work and is regarded as a tool to focus their attention on improving their learning. Despite the benefits of written feedback, however, there is a widespread belief that many learners are disengaged from the feedback they receive. The population in this study comprised 4 English First Additional Language teachers from 4 multi-grade primary schools. Content analysis was used to analyse the data collected from the participants through semi-structured interviews. The findings indicate that participants differed in their understanding of what was involved in feedback, and that there was a shared view that feedback was a product and not viewed as a process that could be used towards developing learners’ learning. It was also shown that feedback practices used by the teachers of multi-grade classes included providing correct answers and providing delayed feedback to learners. This study adds to the ongoing debates on multi-grade teaching and attempts to shed some light on the nature and the type of feedback that could motivate and enhance learners’ learning in multi-grade classrooms.

show abstract

Comparative analysis of the results of multigrade and singlegrade classes based on indicators of educational productivity and efficiency: A case study of Bandar Abbas city primary and secondary schools

Cited by 3 publications

References 15 publications

Learning Outcomes between Sixth-Graders in Multigrade Classes and Monograde Classes

Learning Outcomes between Sixth-Graders in Multigrade Classes and Monograde Classes

Untitled

English First Additional Language: Teachers’ written feedback practices in multi-grade classrooms in rural South African primary schools

Contact Info

Product

Resources

About