Multi-Grade Intermediate Mathematics Teaching Schemes: The Case of Education in the District of Tublay, Benguet
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Dec 14, 2018
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Multi-grade is a teaching approach that requires systematic processes to cater to the needs of the learners. The Philippine Department of Education came up with multi-grade teaching schemes to provide teachers with choices to systematically handle the uncommon situation in their classrooms. The study was conducted to determine the knowledge and application of intermediate multi-grade teachers of the different multi-grade teaching schemes in teaching mathematics in the District of Tublay, Benguet. The findings revealed that the scheme choice of the teachers in teaching mathematics is determined by the uncommon objectives and learning competencies of mathematics in different grade levels in a certain grading period. In addition, the claim of the teachers that they are using locally modified scheme, Benguet Scheme D, in teaching intermediate mathematics is mainly backed by the fact that teachers are developing uncommon learning competencies for the combined grade level. However, varied deviations in the implementation processes of the scheme used by the multi-grade teachers in teaching intermediate mathematics were observed even when the same scheme elements were used since they claim to use Benguet Scheme D. The effectiveness of the schemes was tied by the teachers to time efficiency and level appropriate activities.
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References
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Baker, C. (2010). The Impact of Instructor Immediacy and Presence for Online Student Affective Learning, Cognition, and Motivation. The Journal of Educators Online, 7(1), 1-30. doi:10.9743/jeo.2010.1.2
Barberos, M., Gozalo, A., & Padayogdog, E. (2017). The Effect of the Teacher’s Teaching Style on Students’ Motivation Action Research. Retrieved from https://steinhardt.nyu.edu/ teachlearn/ research/action/motivation
Borden, D. (June 2013). Classroom Management: Research for Beginning Teachers (Master’s thesis, Evergreen State University). Evergreen State College. Retrieved from http://archives.evergreen. edu/masterstheses/Accession89 10MIT/Borden_MIT2013.pdf
Catalina, V., Peña, G., Sarmiento, G., & Karolina, S. (2012). The use of supplementary materials for teaching children in EFL classes (Master’s thesis). University Centre Cuenca. doi:http:// dspace.utpl.edu.ec/bitstream/123456789/2860/1/ T e s i s d e G a r z o n P e n a V e r o n i c a Catalina&GuamanSarmientoSoniaKarolina.pdf
Chace, E. S. (1961). An analysis of some effects of multiple-grade grouping in an elementary school (Master’s thesis). University of Tennessee. Retrieved from https://trace.tennessee.edu/cgi/ viewcontent.cgi?referer=https://www.google. com/&httpsredir=1&article=4267&context=utk_ gradthes
Department of Education. (2016). K to 12 Curriculum Guide Mathematics (Grade 1 to Grade 10). Retrieved from http://lrmds.deped.gov.ph/.Ibrahim, M., & Al-Shara, O. (2007).
Impact of Interactive Learning on Knowledge Retention. Lecture Notes in Computer Science Human Interface and the Management of Information. Interacting in Information Environments, 4558, 347-355. doi:10.1007/978-3-540-73354-6_38
Little, A. W. (2006). Education for all: Multigrade realities and histories. Education for All And Multigrade Teaching, 1-26. doi:10.1007/1-4020-4591-3_1
Miller, B. A. (1991). A Review of the Qualitative Research on Multigrade Instruction. Journal of Research in Rural Education, 7(2), 1-12. Retrieved from http://jrre.vmhost.psu.edu/wp-content/uploads/2014/02/7-2_4.pdf
Nwiyi, G. U. (May 2017). Classroom Management and the Attainment of Education Objectives in Primary Schools in Nigeria. International Journal of Scientific Research in Education, 10(2), 127-136. Retrieved from http://www.ijsre.com/assets/vol.,-10(2)-nwiyi.pdf
Pawlowicz, B. (August 2001). The effects of inclusion on general education students (Master’s thesis). University of Wisconsin-Stout. Retrieved from http://www2.uwstout.edu/content/lib/thesis/2001/2001pawlowiczb.pdf
Pólya, G. (2009). Mathematical discovery: On understanding, learning, and teaching problem solving (Vol. 1). New York, Wiley: Ishi Press.
Riet, A. M. (2012). The Use of Learning and Teaching Support Material for Classroom Teaching: Intermediate Phase (Master’s thesis). University of the Witwatersrand. doi:https://docplayer.net/47535367-The-use-of-learningand-teaching-support-material-for-classroomteaching-intermediate-phase-a-study-of-fourprimary-schools-in-diepkloof-soweto.html
Scriven, M., & Paul, R. (1987). Defining Critical Thinking. Speech presented at National Council for Excellence in Critical Thinking Instruction. Retrieved from https://www.quia.com/files/ quia/ users/medicinehawk/1607 Thinking/defining.pdf
Southeast Asian Ministers of Education Organization (SEAMEO) INNOTECH. (2012). Quality indicators of multigrade instruction in Southeast Asia. Quezon City: SEAMEO INNOTECH. doi:http://www.seameo-innotech.org/wp-content/ uploads/2014/01/SIREP3 - Multigrade FINAL.pdf
Sowell, J. (2017). Good Instruction-Giving in the Second-Language Classroom. In English Teaching Forum (Vol. 55, No. 3, pp. 10-19). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/etf_55_3_pg10-19.pdf
Taole, M., & Mncube, V. S. (2012). Multi-grade Teaching and Quality of Education in South African Rural Schools: Educators’ Experiences. Studies of Tribes and Tribals, 10(2), 151-162. doi:10.1080/0972639x.2012.11886653
Tican, R. (2016). Teaching Schemes in Managing and Handling Multi-Grade Classes. Lecture presented at Division Multi-grade Training, Baguio City.
Veenman, S. (1995). Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best- Evidence Synthesis. Review of Educational Research, 65(4), 319-381. doi:10.3102/00346543065004319
Villalino, F. (2010). Country Paper of the Philippines. A paper presented during the “Regional Research Workshop on Quality Indicators of Multigrade Instruction in Southeast Asian Countries. SEAMEO INNOTECH, Quezon City, Philippines.
Wright, J. (2011, July 12). Six Reasons Why Students Are Unmotivated (and What Teachers Can Do). Lecture presented at National Association of School Psychologists Summer Critical Issues Conference/Indianapolis. Retrieved from http://www.jimwrightonline.com/mixed_files/NASP_Indy/wright_NASP_IN_motivation_
supplemental_handout.pdf