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Multi-grade Teaching and its Detrimental Effects on the Performance of Primary
School Teachers in District Hub, Balochistan Muhammad Akram
Article · April 2024
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International Journal of Social Science and Entrepreneurship (IJSSE) Vol 4 , Issue 1
ISSN (Online): 2790-7716, ISSN (Print): 2790-7724 January to March 2024
271
Multi-grade Teaching and its Detrimental Effects on the Performance of
Primary School Teachers in District Hub, Balochistan
Abdul Qayoom
Headmaster, Govt. Boys High School, Jam Yusuf Colony Hub, District Hub, Balochistan.
heedsakran@gmail.com
Dr. Abdul Aziz
Principal, Govt. College of Elementary Education Uthal, Lasbela, Balochistan.
abdulazizroonjha@gmail.com
Muhammad Akram
Junior English Teacher (JET), Department of Education, Awaran, Balochistan.
ashalorg@gmail.com
Dr. Muhammad Faseehullah Khan
Assistant Professor, Nazeer Hussain University Karachi.
m.faseeh@nhu.edu.pk
Abstract
The purpose of the present study is to explore challenges faced by teachers in multigrade classes.
Many rural Pakistani primary schools lack resources and teachers, so they provide multi-grade
classroom instruction. In this arrangement, a single teacher oversees the entire classroom while
students from two or three grades are housed in combined classes. This study looked at the
elements that lead to poor instruction in multi-grade classrooms in Hub district primary schools.
Time and funding constraints limited the study to thirty teachers. For this study, a quantitative
research methodology was used. The quantitative research methodology was chosen due to
temporal constraints. The research instrument that was used was the questionnaire. Teachers
working in Balochistani primary schools in the Hub district made up the research population for
this study. As a research sample, thirty primary school teachers were chosen from the Hub
district. The data was tabulated and then graphically analyzed. With the aid of their interview
guide, the researchers themselves serve as the primary research instrument in this study.
Information gathered from one-on-one interviews was coded, transcribed, and question
responses were categorized for this study. A questionnaire can be used as one research
instrument. It was found that teaching multiple grades negatively affected the ability of teachers
to instruct. Teachers' comments revealed that teaching in multi-grade classrooms also calls for a
number of advantageous adjustments. Based on the results, constructive recommendations and
suggestions were made.
Keyword: Multi-grade teaching, Teachers’ performance, Primary education

272
Introduction
Pakistan's educational system is seriously deficient. There have not been many significant
changes to the educational system as a whole since the country gained independence, with
primary education being one exception. In many rural Pakistani primary schools, students
receive instruction in multigrade classrooms. In these cases, the class is taught by one teacher,
and students from two or three grade levels are expected to accommodate each other. When it
comes to public schooling, District Hub is ranked highly. Most schools employ a mixed-grade
system in which primary teachers teach classes ranging from one to five. The focus of this study
is on the negative effects of multi-grade teaching on teachers' performance. The sample
population for this study consists of primary school teachers who live in rural areas.
In a multi-grade classroom, students of different ages, grades, and aptitudes are taught together.
This is preferred in developing countries where grade replication is common and enrollment ages
vary. In the writings, it is referred to incongruously as "multi-level," "multiple classes," and
"complex classes." Angela Little concurs with this definition as well.
The positioning of teachers' attitudes, increasing awareness, modifying curricula, expressing
learning philosophy, creating learning materials, organizing students socially, altering
assessment systems, and emphasizing the value of teachers' knowledge and skills are among the
core components of multi-graded teaching that have been identified (Brown, 2010). In a similar
vein, the multi-graded teacher training program's key areas have been identified as classroom
management, instructional strategies, curriculum development, instructional materials, and
community involvement (Beukes, 2006). Key areas and core aspects are important
considerations for managing teaching and learning in multi-graded classrooms in a way that is
both productive and efficient.
Multi-graded teaching presents a management challenge because the teacher is preoccupied with
one group's instruction while another group works on a task (Taole & Mncube, 2012). It has
been observed that students frequently finish their assignments without assistance from the
teacher. Like this, fostering good time management and upholding parent and community
relationships are critical to the development of successful multi-graded teaching and learning
experiences (Mulyran-Kyne, 2007). Multi-graded teaching and learning, despite its difficulties,
offers certain advantages, such as flexible and adaptive schedules, increased chances to promote
and facilitate creative learning, and increased chances to learn in a laid-back setting with amiable

273
classmates (Jordaan, 2006). Most educators who work in classrooms with multiple grade levels
acknowledged that they found teaching multiple grades to be tough and challenging. They went
on to say that they did not know what was specifically expected of them and that they felt alone
(Taole, 2014).
During the primary education stage of their education, which lasts until they enter secondary
school, children receive consistent instruction in fundamental literacy and numeracy skills.
Primary school students in Pakistan are enrolled in classes one through five. However, children
in developed countries enrolled in first through sixth grades are in primary school. "Teacher
performance" refers to how a teacher introduces and applies their competencies in the classroom
by using their abilities. Their disagreements with the students in the classroom and their efficient
use of the teaching resources have led to this.
Statement of Problem
The study on the negative consequences of multigrade teaching by teachers.
Study Questions
• How to outline the essential elements of teaching several grades in a primary school?
• What effect do these issues have on the efficacy of teachers?
• What adjustments can be made to improve the effectiveness of teachers in multigrade
classrooms?
Study Limitations
The study was useful to elementary school teachers in District Hub. The researcher had to restrict
the study because of time and resource limitations. With only thirty teachers selected, this study
was further limited to the negative effects of teaching in multi-grade classes on teachers'
behavior in the Hub district of the province of Balochistan.
The teachers and students in this multigrade school made a great effort to be meaningful and
productive in spite of these obstacles and limitations. These multigrade teachers employed a
number of effective methods and approaches to improve the students' aptitudes. The researchers
found that multigrade schools perform better on the National Achievement Test (NAT) than
single-grade schools in the research setting. This led the researchers to investigate how teachers
manage multigrade classes in the classroom. This study stems from the observation that positive
outcomes could still be achieved in oppressive teaching environments for multigrade teachers.
The goal of the research is to gather opinions and ideas regarding multigrade teachers'

274
experiences with the teaching techniques used in their station. Future multigrade teachers could
use this study as a guide for how to handle their classes.
Study Significance
The study will be important in a number of ways and offer a solid grasp of the challenges faced
by elementary teachers in multigrade classrooms. The results could differ because this study will
offer some information that could help the organizations produce a plan to help provide primary
school teachers with facilities.
Information about the importance of certified teachers who are adept at teaching in multi-grade
classrooms will be disseminated through this study. In addition to being beneficial for teachers
and students alike, this research study will help find answers for the inadequate performance of
primary teachers. Additionally, it will offer sufficient suggestions for creating a productive
learning environment. It will act as a roadmap for creating an improved system that elementary
school teachers can use to work with students of various ages.
Literature Review
Battle cry masterminds argue that multigrade schools are essential for propagandizing immature
cultivation across nations. They argue that multigrade schools should be ubiquitous to improve
student outcomes and expand access to education in conscience-wracked states and nations.
Regardless of the academic aptitude of the kids in each age group, the multi-grade class doctrine
is ideal because it assigns a perfect preparer to oversee doctrine instead of a single combined
control in a raise in pair classrooms. In developing nations, the favored level is suitable given the
scarcity of both financial and human resources. A multi-grade dogma assembly, which is usually
a systematic misrepresentation of the body of dogmas, is excessively formal on top of everything
else. Smith and Barker (1987) identified the multi-grade classroom as a prevalent institutional
pattern in the United States.
There is a wealth of diverse research on multigrade instruction. Many studies have examined the
benefits and drawbacks of multi-grade instruction; however, there is insufficient evidence
regarding its influence on the performance of understudies, and on the developmental years of
proficiency for critical children. As a result, further research and inquiry are necessary. However,
the problem with multi-grade or multi-age instruction is that the utilization of multi-review
training is occasionally justified by the understudy's performance level (Tomlinson, 2000). To
handle multiple levels at once, they take on a spirit that is brittle. Multi-grade teachers confront a

275
variety of multifaceted challenges, including academic and regional issues. But the unreserved
business of a school is its tenet sketch, which is both advantageous and ineffective. In summary,
the multi-grade principles assign teachers the task of devising innovative solutions to fulfill the
requirements of mixed-grade classes. A teaching strategy compares bus conditions in a
classroom with multiple grade levels. In addition, she must apologize, remain steadfast in her
beliefs, and take a deep breath if the school chooses to assign students according to their grades,
ages, and sex from different groups. The student's scholar accepts more and aids in their
competition on another.
It is necessary to provide multi-grade classrooms with their own textbooks because using pre-
identified curricula is both exuberant and unproductive. Right now, Pakistani schools are the best
in the world when it comes to multi-grade classrooms. Consequently, an educator responds to
anomalous grades right away. To teach effectively, students need to have a combat-based
lifestyle, comparable perspectives, and a grouping room environment. Regarding direct and
active learning, the educator needs to safeguard all feasible methods. A teacher's primary duty is
to involve pupils in educational activities without wasting their time. It is interesting to note that
dropouts are appreciative of the challenges their learning activities present because of the
capable stands reserve. Planning, forming, producing teaching learning materials, and teaching
learning actions are all part of multi-mix teaching, according to Juvane and Brusque (2005).
The learning environment, learning process, and learning outcome (LEPO) framework is one
method for teaching in a multigrade classroom (Msimanga, 2020). It is crucial for teachers to set
up the classroom appropriately when instructing multigrade students. They must make sure that
students' learning processes are given the appropriate amount of time. Assessment assignments
that correspond with the students' academic proficiency are then given to them.
Since school administrators saw multigrade education as beneficial to many people and a means
of achieving education for all, it was created and is now used as a classroom strategy
(Buaraphan, Inrit, & Kochasila, 2018; Thephavongsa, 2018). Students from far-off places now
have access to education thanks to the development of multigrade education. Some educators
never stop meeting their own educational needs. Furthermore, the curriculum of multigrade
classes must include topics that are easily integrated and choose a common topic for the class,
according to Kaka, Dehraj, Rao, and Memon (2019). Because of this, integrating disciplines in

276
various ways—such as interdisciplinary, transdisciplinary, or multidisciplinary—might also be a
viable solution.
Multigrade teachers know that multilevel classes are "second class" responsibilities and that
mono-grade classes are the assumption of instruction. The teachers feel that multi-grade
classrooms "get the same" learning outcomes, are harder to manage, and do not have the required
instructional resources. A multi-grade curriculum should not use coaching that was designed for
a single grade, and coaching should not be planned (Collingwood, 1991). It is typically advised
to promote educational initiatives that support students' individuality and foster teamwork. It is
crucial to understand that a teacher's choice between different teaching strategies was impacted
by a number of factors, such as inadequate facilities for the teaching and learning process and a
lack of specialized preparation.
The diverse group of teachers has experience tutoring entire classes, so they are well-prepared to
work in settings with just one grade. They also have knowledge of instructional strategies.
Nevertheless, these educators require extra training and practical resources when placed in multi-
level environments. There are numerous advantages for teachers who work with multiple grade
levels, but there are also a number of challenges; teaching, managing the classroom, and
administration are all challenging and complex tasks. Teachers of multiple grades must be ready
to tutor students daily and must consider their unique needs and developmental stages. Teacher
time demands necessitate advanced organizational abilities. Multigrade classrooms are not really
meant for teachers who are different or inexperienced. Although multi-grade teachers have a
range of expression styles, many instructors are also unqualified in or skilled in one rating
pedagogy (Titus, 2004).
According to Muthayan (1999), self-coordinated learning occurs when students participate in
activities on their own, at their own pace. In multigrade classrooms with self-coordinated
learning, students take ownership of their own education. The ability to operate freely is
bestowed by self-organized learning. Since they can determine which learning strategy suits
them best, students are able to identify their preferred learning styles. Students are either left to
work on their own or receive very little help from the teacher. Because of this, the curriculum
demands in multi-grade schools are unbearable; teachers do not have a theoretical understanding
of how to teach in these kinds of environments, and there is usually no subject on education
department curricula specifically designed for multi-grade teaching.

277
• Insufficient teacher training and support throughout the continuum.
• A lack of communication between educators and multi-level schools, which prioritize teaching in
single-grade classrooms with fewer resources and see teaching in multi-grade classrooms as an
unappealing duty.
A multigrade classroom is staffed by a teacher qualified to teach only one grade. Teachers’ ought
to receive training that considers the realities of the classroom setting (White & Reid, 2008).
Teaching teachers to accurately complete multi-grade conditions is one strategy that is
immediately applicable and actively implemented to increase students' participation in education.
In remote small towns, multi-level education can also be used to guarantee tutoring for all
students.
Using monogrammed syllabi is very overwhelming and results in ineffective coaching, so multi-
grade classrooms need their own schoolbooks (Juvane & Little, 2005). In Pakistan, most schools
employ a multi-grade classroom setup. Therefore, as soon as a teacher oversees several levels,
operative learning can take place in the classroom. The teacher must introduce all the available
strategies to the class in order to create a natural and engaging learning environment. The
primary duty of the instructor is to involve every student in educational activities without
allowing them to waste time. With the help of the gifted children, other students are invited to
join in their educational activities. Planning, arranging, and developing instructional and learning
activities are all part of teaching across grade levels.
The teacher must plan assignments that minimize work that is grade-specific in the future while
enabling collaboration between students in both grades. The teacher's goals for each level are the
same or slightly different. Both levels have equal opportunity to gain experience about and
practice perception in the hands of teachers and students, as well as to successfully navigate the
classroom environment. He or she might draw conclusions about a deeper level of the theme
from a shallower level, and the teacher might occasionally have different goals for different
levels (Little, 2001).
The self-study materials can be set up in the classroom by the teachers. In fact, activity-based
learning can be used as an addition to traditional teaching methods in a multigrade classroom,
not as a replacement for them. It helps students comprehend the ideal learning environments and
frees up the teacher. Teachers' performances can be enhanced if they are ready to make use of
these opportunities.

278
For educators, teaching in a classroom with several grade levels is an uncomfortable task. Since
this is more complicated and challenging than a classroom for a single grade. Because a teacher
cannot ignore the ways in which each student is unique or shows up unprepared for the day's
lessons. Teachers' time anxieties require advanced managerial skills. Therefore, in a multi-grade
classroom, neither a novice nor an experienced teacher should work (Susan Vincent, 1999).
Research Methodology
Research design.
A quantitative research approach was applied for this study. Owing to temporal limitations, the
quantitative research methodology was selected. This decision was primarily motivated by the
intention to use the questionnaire, a crucial instrument for this kind of research.
Population and Sampling
The research population for this study consisted of teachers employed in Hub district's primary
schools in Balochistan. Thirty primary school teachers were selected from the Hub district as
research sample. Because the researchers were looking for a consistent pattern of experiences,
they only included research participants who had previously taught multi-grade classes.
Furthermore, every study participant went to an elementary school in a rural area.
Research instrument.
The main tool for this study is the researchers themselves, with help from their interview guide.
One tool for conducting research is the questionnaire. The exploratory questions dug into the
study's core as they asked about the teaching strategies employed by the multi-grade teachers.
Data Collection
The researchers requested in writing that the heads of the schools participate in the study. After
receiving approval, they went to inform the leaders of the different multi-grade teachers about
the study. The study's target participants were notified about it and asked if they could
participate. While collecting the data, the researchers complied with the ethical guidelines
necessary for data collection. The participants were given the option to continue the interview or
not. After the interview, the researchers gathered the information and began analyzing it.
Data analysis
The process of data analysis includes preparing the data for analysis, conducting various reviews,
comprehending the data more thoroughly, representing the data, and interpreting the data's
broader meaning. In this study, information obtained from individual interviews was coded,

279
transcribed, and the responses to the questions were categorized.
Ethical Considerations
Authorization to conduct the research was requested from district Hub's primary schools. The
consent was given before the respondents were given questionnaires. The study was conducted
with observance to the Data Privacy Law.
Conclusion and Discussion
The previously mentioned study's results are used to show how teaching to multiple grade
levels negatively impacts the caliber of their instruction. The teachers' responses showed that
there are several beneficial changes that need to be made when teaching in multi-grade
classrooms. In the interim, teachers serve as the primary point of contact for students in the
classroom, and enhancing student performance and academic success depends heavily on how
well they perform.
The infrastructure of schools must be sufficient for a system with multiple grade levels because
multigrade teaching necessitates separate books and curriculum planning; teaching aids are
required for teachers to perform better; and these kinds of teaching strategies are implied to
improve the enactment of student and teacher.
For the following reasons: schools' infrastructure must be appropriate for the demands of a
multi-grade system; teaching aids are necessary for teachers to perform better; and such
teaching approaches are implied, which improve student and teacher performance. Because
separate books and curriculum planning are essential for multi-grade teaching.
Discussion
Finding out the effects of multi-grade teaching and learning at primary level schools was the
aim of the study. The study's conclusions and results show that, when it comes to multi-grade
teaching strategies, primary school students' perceptions of the benefits of this method of
instruction were not very positive. This may be the case because they acknowledged that the
shortage of qualified teachers necessitated multi-grade teaching. On the other hand, rather than
being a matter of orientation or training, the use of multi-grade teaching was required. in the
way teachers view the way students are learning when using multigrade teaching methods. The
teacher's responses to the teaching methodology in the multi-grade method were very
important. Students' involvement in classes with multiple grade levels and teachers' opinions
regarding such participation continue to be viewed negatively. According to a research study by

280
Tomlinson (2005), the more common mono-grade classrooms use differentiated instruction as
an educational theory to meet the needs of each individual student in the class. Little (2004)
states that although there is a legal requirement to display multi-grade classes, teachers have
also identified a significant number of students who face challenges due to their "non-
appearance, visit changes in grade blends, and absence of course books."
The responses of teachers about the teaching difficulties in multi-grade teaching strategy
indicating the statistically
The challenges of multi-grade teaching and learning, according to Create (2008), are that
learners in recognized multi-grade schools must fight for them because national initiatives to
improve educational modules and prepare teachers are primarily based on a mono-grade
teaching approach. Studies by Burns and Mason (1998) and Miller (1990) have also shown that
teachers' perceptions of the organizational impact on students' academic performance in multi-
grade teaching and learning are overwhelmingly positive. The response of teachers in multi-
grade teaching does not reflect the parental approach. The current study confirms Cornish's
(2009) earlier research, which found that social interaction is still a crucial component of the
learning process. Children's academic success is correlated with parental education levels,
which include the number of resources in the home and the focus on literacy.
About the working conditions of the schools, in teacher’s opinion about the multi-grade
classrooms were not
The study conducted by Fosco et al. (2004) revealed that there is a correlation between multi-
grade classrooms and the theoretical concepts of cognitive development, reading ability, and
classroom type. The results of multiple studies add to our understanding of learning theories
related to peer collaboration, differentiated instruction, and social interaction (Tomlinson, et al.,
2003). In other studies of Cornish, (2009), Gnadinger, (2008), revealed that in modern era
multi-grade classrooms, the basic philosophy of classroom organization. Student achievement
has historically been impacted by the socioeconomic status factor, according to a different
research study by Cheadle (2008). The current study backs up the additional variables that
affect student learning, such as the school's rural location, the educational attainment of the
parents, and their socioeconomic status. According to a 2009 study, there is a serious problem
with student enrollment in small, rural schools in Newfoundland and Labrador.
Conclusion

281
Following a psychoanalysis of the data, the following conclusion was drawn from the survey's
findings about "the multigrade classrooms detrimental impact on the performance of teachers."
It has been demonstrated that insufficient multigrade classrooms negatively affect teachers'
effectiveness. Effective instruction and learning retention depend on having a qualified teacher.
For new teachers, the multigrade classroom offers an engaging environment. Since educators
oversee the classroom and grade-level assessments, they need to be well-versed in multigrade
teaching techniques and resources. Teachers in multi-grade schools need to have access to these
resources. Teachers' credentials would be based on their background in education and their
specific accomplishments.
All things considered, teachers must be knowledgeable about every facet of academic work,
and improved teacher preparation programs are required for classrooms containing multiple
grades. These programs should promote positive differences in the recitation of multigrade
teachers through documentation and oversight.
Recommendations
• Separate pre-service and in-service training programs for teachers of different grade levels
need to be adjusted by the government. Teachers will receive guidance in these trainings
to help them create better learning environments by using instructional strategies, lesson
planning, and classroom management techniques.
• For improved performance, teachers in rural areas with multi-grade classroom systems in
primary schools should be given enough teaching aids.
• National curricula should incorporate self-learning strategies like peer learning, activity-
based learning, and group activities to enhance teachers' and students' performance.
• The possibility of providing teachers with professional development drills in schools
should be carefully considered by the government.
• Teachers should possess strong academic backgrounds.
• Teachers working in multi-grade settings should have greater assurance, material support,
and training inputs available to them to help them develop a positive attitude toward
teaching situations.
• Multigrade instruction should be included in programs that prepare future teachers.
• A robust observing, rating, and response tool should be developed in the area to facilitate
the well-organized application of multi-grade teaching strategies.

282
• Different teaching strategies, such as small group, pair, and self-learning, as well as
reading materials and texts appropriate for multiple grade levels would be established
separately.
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