by: Cherven Flores Perolina
Teacher III, Cansuso Elementary School
Cavinti Sub-Office
Abstract
This action research project explores strategies to enhance student engagement and achievement in a multigrade elementary classroom, where students from multiple grade levels are taught simultaneously. The study addresses the challenge of varying student needs and learning levels within this unique educational setting. The primary objective is to identify and implement effective strategies that promote engagement and improve academic performance, particularly in mathematics.
To achieve this, the research employs a mixed-methods approach, combining qualitative and quantitative data collection. Initial assessments of student engagement and achievement in mathematics were conducted to establish a baseline. Following this, targeted interventions—including differentiated instruction, collaborative learning activities, and flexible grouping—were implemented. Post-intervention assessments were used to measure the impact of these strategies on student outcomes.
The findings indicate a notable improvement in both student engagement and achievement. Specifically, students demonstrated increased motivation and higher performance levels in mathematics, attributed to the tailored instructional strategies and enhanced collaborative opportunities. Challenges encountered during the intervention were addressed through iterative adjustments, ensuring the strategies remained effective and responsive to student needs.
This research underscores the importance of adaptive teaching methods in multigrade settings and offers practical recommendations for educators seeking to optimize learning experiences for diverse student populations. The study contributes to the broader understanding of effective practices in multigrade classrooms and suggests pathways for future research and application.
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