Instructional Management Strategies and Competency Attainment in Early Grade Multigrade Classrooms: Grade 1 Language and Grade 2 English
DOI:
https://doi.org/10.5281/zenodo.23722835Keywords:
multigrade classroom, instructional management, competency attainment, differentiated instruction, early-grade educationAbstract
This study examined instructional management strategies and competency attainment in early-grade multigrade classrooms involving Grade 1 Language 1 and Grade 2 English 2 at Ta-Ang Primary School, Aguinaldo District, Schools Division Office of Ifugao. A quantitative descriptive-correlational approach was used to summarize responses from 60 learners, with 30 records in each grade-subject group. Instructional management was assessed through six indicators using a five-point response scale, while competency attainment was represented by scores out of 20. Descriptive statistics and Pearson’s product-moment correlation were used to analyze the data, with statistical processing conducted with assistance from a statistician. The overall instructional management mean was 3.60, interpreted as Agree. Classroom routines and time management had the highest indicator mean (M = 3.75, SD = 0.75), while differentiated instruction had the lowest (M = 3.43, SD = 0.81). The overall competency mean was 14.65 out of 20 (73.25%, SD = 2.41). Grade 2 English 2 had a higher mean score (M = 15.37, SD = 2.51) than Grade 1 Language 1 (M = 13.93, SD = 2.10). Most respondents were classified as Approaching Proficiency (66.7%). The correlation between instructional management and competency scores was small and positive (r = .15) and not statistically significant (p = .250).
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Copyright (c) 2026 Sonia L. Talupa (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
