Reading Comprehension in a Multigrade Classroom
IJASS JOURNAL2024, IJASS JOURNAL
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Abstract
In communities where there is a small population, exists multigrade schools that deliver education to learners who cannot attend monograde schools because of several challenges such as topography and distance such as in the Philippines with over 8,000 multigrade schools. There are only very few studies about it in the province of Region X, Philippines, specifically in Gingoog City where there are 23 multigrade schools. So, this study sought to determine if multigrade classrooms are viable alternative to monograde classrooms by comparing the reading comprehension of sixth graders in these two types of classrooms in Gingoog City. This study used descriptive and causal-comparative designs of research. There were 37 respondents in multigrade group using total sampling method, and 136 in monograde group using proportionate stratified random technique with Raosoft sample size calculator. The instrument used in this study was a 40-item reading comprehension adapted from PHIL-IRI 2018, deemed reliable (0.70) through Kuder-Richardson 20. Frequency and percentage were used to measure students' reading comprehension in the two groups, and an independent t-test was used to establish whether there was a significant difference between the two groups' reading comprehension. Results revealed that there is no significant difference in the reading comprehension between the sixth graders of multigrade and monograde classrooms. This implies that multigrade education is a good alternative to monograde education and is therefore recommended to be continued. However, the study revealed that the majority of the respondents are frustration readers, so further research is needed to explore further their reading comprehension.
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