Exploring Multi-Grade Teaching-Learning Activities in Three Elementary Schools in Poona Piagapo District, Lanao Del Norte
Abstract:
This qualitative case study employed a narrative inquiry approach to examine multigrade teaching and learning practices among elementary teachers in the Poonapiagapo District, Lanao del Norte, during School Year 2024–2025. Findings indicate that multigrade teachers adopt a range of strategies to address students’ diverse academic levels and learning needs. Collaborative learning, differentiated instruction, and the use of visual aids were identified as particularly effective in fostering engagement and comprehension. Group activities and individualized tasks promoted inclusivity, while visual supports enhanced understanding across multiple grade levels. Despite these strengths, teachers faced persistent challenges in time management, classroom management, and resource allocation. Difficulties in balancing instruction across grade levels, addressing varied developmental stages, and coping with limited instructional materials hindered teaching effectiveness. Issues related to sustaining student engagement and establishing stronger communication with parents further underscored systemic constraints in multigrade education. The study highlights the importance of targeted professional development, provision of adequate resources, and stronger parental involvement as critical measures to strengthen multigrade teaching and create more inclusive learning environments.
Keywords: multigrade teaching, collaborative learning, Poona Piagapo district
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