EFFECT OF MULTI-GRADE TEACHING ON STUDENT LEARNING AT PRIMARY LEVEL

Abstract

The challenges of poverty and teacher scarcity in rural areas of Azad Jammu and Kashmir (AJK), particularly in Bagh district, have necessitated the adoption of multi-grade classroom teaching at the primary level, where a single teacher instructs students from two or more grades simultaneously. This study investigates the impact of multi-grade teaching on students’ academic performance, learning participation, and social interaction. It specifically examines how combining different grade levels in one classroom influences learning outcomes and classroom engagement. A mixed-methods approach was employed, integrating both qualitative and quantitative data. Five educationalists were interviewed using a semi-structured protocol, alongside classroom observations and teacher-made assessments. The sample consisted of 30 students from Grades 4 and 5. The intervention was based on the official AJK Textbook Board Mathematics curriculum and implemented over four weeks. Pre-tests and post-tests, designed according to Bloom’s Taxonomy, were administered to measure learning outcomes. Instructional strategies included group work, peer learning, and differentiated instruction. Data analysis was conducted using SPSS, applying paired sample t-tests to assess within-group improvements and independent t-tests to compare performance between groups. The findings indicate that multi-grade teaching can enhance collaborative learning and social interaction among students. Although challenges related to lesson planning and limited resources were identified, these did not undermine the overall effectiveness of the approach. The study concludes that multi-grade teaching can serve as a viable and productive instructional strategy in resource-constrained settings when supported appropriately. The findings offer valuable insights for policymakers, curriculum developers, teachers, and school administrators aiming to improve primary education in rural contexts.