Comparative Analysis of Multigrade Program Implementation in Southern and Northern Conner Districts, Apayao, Philippines: Teacher Training, Student Performance, and Stakeholder Perceptions

Abstract

This study investigated the implementation of the multigrade program in the Southern and Northern districts of Conner, Division of Apayao. Using a descriptive-comparative research design, the study gathered data from 44 teachers, 368 pupils, and 353 parents across 19 multigrade elementary schools. A total enumeration was employed for the teacher-respondents, while a sample was drawn from pupils and parents using Slovin's formula. Data were collected using a structured questionnaire and the official SF5 (Report on Promotion and Level of Proficiency and Achievement) forms. The findings revealed that the mean performance of multigrade pupils was 85 in the Southern district and 84 in the Northern district. Statistical analysis revealed no significant difference in performance levels between pupils in the two districts. However, the study identified significant challenges in the program's implementation, including gaps in teacher training and inadequate resources. The study concludes that while pupil performance is comparable across the districts, there are systemic challenges that impede the program's full potential. It is therefore recommended that comprehensive and mandatory basic training be provided to all multigrade teachers, not on a selective basis, to address the identified skills gaps. The study's findings have significant implications for policymakers and school administrators in developing more effective support systems and equitable resource allocation for multigrade education in similar rural settings.