PEDAGOGICAL STRATEGIES, ASSESSMENT PRACTICES, AND CHALLENGES IN MULTIGRADE CLASSROOMS AT THE PRIMARY LEVEL IN BALOCHISTAN, PAKISTAN

Abstract

Multigrade classrooms, in which one teacher instructs pupils from two or more grades at the same time, are a structural feature of primary education in rural Balochistan, yet little is known about how teachers teach and assess in them. This study examined the pedagogical strategies and assessment practices used by multigrade teachers and the challenges they face. A quantitative cross-sectional survey was conducted with 450 government primary school teachers from five regions of Balochistan (Quetta, Kalat, Makran, Sibi, and Zhob) selected through convenience sampling. Data were collected with an adapted structured questionnaire (Cronbach’s α = .76–.84) and analysed using frequencies, percentages, means, and one-way ANOVA. Teachers most often reported using rotation or station models (71.1%), low-cost local materials (68.9%), and short oral checks (68.9%), whereas leveled materials (44.4%) and formal assessment tools such as rubrics and checklists (28.9%) were used much less. Insufficient in-service training and supervisory support (82.2%) and, at 80.0% each, a lack of leveled materials, heavy workload, and irregular attendance were the most widely reported challenges. Pedagogical strategy scores differed significantly by multigrade experience and by number of grades taught (both p < .001), perceived challenges were higher in rural than in semi-urban schools (p < .001), and assessment practices did not differ by professional qualification (p = .092). The findings portray resourceful teachers working within systemic constraints and point to leveled materials, practical assessment tools, targeted training, and supervisory support as priorities.