Effectiveness of Multi-Grade Teaching in Improving Students’ Learning Outcomes at the Primary Level Schools of Faisalabad Division
DOI:
https://doi.org/10.62843/jssr.v6i3.756Keywords:
Multi-grade Teaching, Learning Outcomes, Primary Level Schools, Faisalabad DivisionAbstract
The main aim of this study was to investigate the “Effectiveness of Multi-grade Teaching in Improving Students’ Learning Outcomes at the Primary Level in Faisalabad Division.” The study adopted a survey research approach and employed a descriptive research design. All primary school teachers and head-teachers in public schools of Faisalabad Division constituted the population of the study. The total sample consisted of 600 respondents. The researcher used a multistage sampling technique to select the respondents. The questionnaire was adapted and developed based on the existing literature. The researcher ensured the validity of the instrument by obtaining expert opinions. To confirm its reliability, a pilot study was conducted, which showed a Cronbach’s alpha score of (α = .84). Data were collected through personal visits and online using Google Forms. After data collection, SPSS software was used to analyze the quantitative data. The study concluded that three teaching strategies, including activity-based learning, collaborative learning, and real-life examples, were used by multi-grade teachers at a higher level, while the other strategies were used at a moderate level to improve learning outcomes in multi-grade classrooms. Female multi-grade teachers used activity-based learning, discussion, storytelling, real-life examples, project-based learning, and technology integration strategies at a higher level compared to male teachers. The study recommends that regular training for multi-grade teachers should be initiated to enhance the effective implementation of this teaching approach and improve students’ learning outcomes.
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