Chapter 1

INTRODUCTION

Background of the Study

Multi-grade is a classroom set-up that is common to some places where

enrollees cannot comply to the required teacher- student ratio. It is classroom that has

only one teacher with more than one grade in the same class. Hence, teacher’s

understanding on the process is important to create and implement a pedagogical

approach that would best fit in a multi-graded class (Brown, 2018). likewise, maintaining

effective learning depends on a well-organized and well-resourced as well as having

well-trained teachers handling mixed grade level learners (Juvane, 2018).

However, there were claims that handling multi-grade classes is very challenging.

Teachers complained of a lack of sufficient time in handling classes. In some other

countries, multi-grade teachers experience challenges such as illiteracy of parents,

transportation, poor economic backgrounds, excessive effort of the teacher, time

management, language problems and teacher challenges in the actual teaching and

learning process (Engin, 2018). The parents’ lack of interest to their children’s education,

insufficient fund from the government, insufficient resources, underqualified teachers,

and multi-grade teachers are some barriers in effective education (Du Plessis & Mestry,

2019). In Turkey, teaching English language in multi-grade classrooms becomes

challenging as teachers perceived that their proficiency in that subject is low (Doğan et.

al, 2020). As a result, the performance also of students in Multi-grade classes becomes

low (Checchi, D. & De Pala, 2018).

 Similarly, in the Philippines, some teachers’ problems in elementary schools,

especially in rural and remote areas are multi-grade classes. However, multi-grade

teachers then find ways to serve the students better. They even gave part of their salary

to purchase learning materials for their students (Castigador, 2019). They are sharing

their resources for the welfare of their learners. During the practice teaching years of

elementary teachers, their mentors were trained to be ready in the actual world of

teaching, yet this training does not focus on multi-grade teaching (Cadosales, 2017).

Therefore, as they embark to the actual world of teaching, it will be their teaching

skill that would still be their main armament in handling situations where they are not

trained to handle. Understanding the concepts that they want their pupils to assimilate

will depends mainly on the pedagogical approach they employ inside the classroom,

hence it is vital that the strategy/ies employed must be within the level of interest and

learning needs of the learners. Play (ducation.wa.edu.au) builds on the child’s curiosity

and allows them to experiment, question, discover and problem-solve. Play is a powerful

and important activity. It has a natural and positive influence on children’s social,

physical, emotional, and cognitive development. The best learning happens when

children play. It is important to let your children play every day. And schools are fantastic

places for children to learn through play. A play-based learning environment encourages

talking, reading, thinking, and writing. Through this, the child sees literacy and numeracy

as part of their everyday experience. These may be explicitly taught, with play

incorporated to reinforce and practice them. By playing with a range of objects in the

water, children learn that some things sink while others float. Children may even begin to

understand why, especially when an adult is nearby asking questions that prompt them

to think about what is happening and why. In the same activity, the child may use or hear

some new words, group rules may be agreed upon to make sure everyone does not get

wet, and concepts of mass, density, volume, and fluidity can be talked about. However,
there is a dearth of evidence and practical guidance on how learning through play can

be employed effectively in the formal school context, and the conditions that support

success. (Parker et.al., 2022).

Studies that give emphasis on how play-based and teacher-directed approaches

helps in teaching learners had been conducted in several areas in the Philippines

specifically in Eastern Samar, however the foci of which were in a smaller context and a

mature participant.

Looking into this situation, the researcher is prompted in conducting a study

about “Implementation of Play-Based Learning in Multi-grade Setting: Basis for

Teachers’ Teaching Effectiveness.” in a larger context and of different age levels of

participant. This study will assess the implementation by examining how this approach

influence children's literacy skills, attitudes towards reading and writing, and motivation

to learn. Likewise, this study will also investigate on how the implementation of play-

based teaching will help the effectiveness of teachers handling multi-grade levels.

Statement of the Problem

This paper will evaluate the implementation of play – based learning in multi –

grade setting as basis for determining Multi-Grade Teachers’ Teaching Effectiveness.

1. What is the profile of the teacher – respondents in terms of:

1.1 Age

1.2 Gender

1.3 Educational Attainment

1.4 Years in Service

1.5 Teaching Position

2. What is the level of implementation of play-based learning in multi-grade setting?

 3. What is the average academic performance of primary grade students using

play-based learning specifically:

3.1 Grade1

3.2 Grade 2

4. Is there a significant difference between the profile of the multi-grade teachers

and the implementation of play-based learning in multi-grade setting?

5. Is there a significant relationship between academic performance of primary

students and the implementation of play-based learning in multi-grade setting?

Hypotheses

This study will test the following hypothesis:

1. There is no significant relationship between the profile of the multi-grade teachers and

the implementation of play-based learning in multi-grade setting.

2. There is no significant relationship between academic performance of primary

students and the implementation of play-based learning in multi-grade setting.

Scope and Delimitation of the Study

This study will be conducted to schools with multi-grade level as these are the

schools with combined level of learners with different learning needs and interests. This

will be delimited to the districts of Lawa-an to Guiuan Eastern Samar which is located in

the southern part of the division of Eastern Samar within the school year 2023 – 2024.

The respondents of this study will be the multi-grade teachers handling grades 1 to 2

levels. The independent variable in this study will be the level of implementation of Play-

Based Learning.
Significance of the Study

The findings of this study will benefit and or contribute useful information and

knowledge on implementing play-based teaching in the multi -grade levels especially to the

following:

Multi-grade school administrators. The results of this study may serve as a basis

to provide adequate facilities, equipment, and learning materials to multi-grade teachers and

learners as well as to provide training for multi-grade teachers on how to implement play-

based instruction. Moreover, this would push them to encourage teachers to consistently

utilize play-based instruction and come up with possible intervention that would strengthen

teacher’s knowledge and skills on the proper application of this approach.

Curriculum writers. The findings of the study will enable them to craft

educational design that will focus on developing pupils holistically. Moreover, this will

help curriculum writers to create or design curriculum that promotes the play-based

teaching.

Multi-grade teachers. The results of this study will help multi-grade teachers gain

understanding of how important play-based instruction as an approach to teaching is. With

this, multi-grade teachers may adapt implementing play-based instruction in order to improve

learners’ literacy skill and similarly improve their teaching effectiveness.

Learners. The results of this study will help pupils appreciate the different activities in

playing while improving their literacy skills. This will encourage them to engage more in play-

based instruction for this would help them learn better.

Parents. The results of this study will enable them to realize the significance of

their close involvement on their child’s academic performance in supporting and giving

follow-ups at home. Likewise, this may encourage parents help the school seek support

from generous donors, learning materials that maybe used in daily teaching-learning

employing play-based teaching.

 Future Multi-Grade Teacher/s. This study will give them the idea on the

benefits of utilizing play-based teaching in enhancing teaching and learning. This would

help them become more prepared in the future once they are already in the field

practicing their chosen career.

Future Researchers. This study will serve as baseline data for similar

interventions and study. This will also help to strengthen researchers claim and may

serve as related readings that would make their research richer and more reliable.

Definition of Terms

In order to understand more about this study, the following terms will be defined

conceptually and operationally:

Age. Refers to the period of time where someone has existed on earth (Geddes

and Grosset, 2017). In this study this refers to numerical count on the days of existence

of my respondents from the year he/she was born up to the present year.

Educational Attainment. Refers to the highest grade or year completed in

school, college or university. (Oxford dictionary, 2023). In this study this refers to highest

baccalaureate and post-grad degree whom the respondent of this study has completed.

Gender. The male sex or female sex, especially when considered with reference

to social and cultural differences rather than biological ones, or one range of identities

that not correspond to the established ideas of male and female (Oxford dictionary,

2023). In this study this refers to the gender of the multi-grade teachers as being male or

female.

Multi-grade Teachers. This generally refers to a teaching situation where a

single teacher has to take responsibility for teaching pupils across more than one
curriculum grade within a timetabled period (multigrade.ioe.ac.uk). In this study this

refers the respondent handling multi-grade in from the districts of Lawaan to Guiuan.

Multi-grade. This include or involve students from more than one grade level

a multi-grade classroom (merriam-webster.com). In this particular study, this refers to

grade 1 and 3 classes stationed in the Division of Eastern Samar.

Multi-grade Teachers. This generally refers to a teaching situation where a

single teacher has to take responsibility for teaching pupils across more than one

curriculum grade within a timetabled period (multigrade.ioe.ac.uk, 2023). In this study

this refers the respondent handling multi-grade in from the districts of Lawaan to Guiuan.

Play-based Teaching. This refers to a holistic approach to learning and

development. This is through games where children learn valuable skills that support

their social, physical, and cognitive development while engaging with others, objects and

symbols, children learn to make sense of the world around them. It is essentially to learn

while at games (Danniels & Pyle, 2018). In this study, this refers to one of the

instructions used by the teacher where the teachers engage learners through play.

Teaching Effectiveness. The degree to which something is successful in

producing a desired result (Oxford dictionary, 2023). Operationally, this refers to the

successful use of pedagogical approaches in carrying out the objective/s set on a

particular lesson.