Comparative Analysis of Multi and Mono Grades Teaching On the Performance of Students at Elementary Level
COMPARATIVE ANALYSIS OF MULTI AND MONO GRADES TEACHING
The aim of this study was to compare the multi-grade teaching with mono-grade teaching at primary Level. The objectives of the study were: (1) to compare the effects of multi grade teaching on students’ performance in the subject of General science of grade V, (2) to compare the effects of multi-grade and mono-grade teaching strategy on the performance of the low achievers in the subject of General science at grade V and (3) to compare the effects of Multi grade and Mono grade teaching on the performance of the high achievers in the subject of General science at grade V.The study design was experimental (pretest, posttest equivalent group design). All the 13487 male students of grade V were the population of this study. Random samples of 50 students of grade V were selected as a sample for this study from Government Primary School Palosa Jadeed. The sample of 50 students was divided equally into Multi- grade and Mono- grade groups on the score of teacher- made pretest. Both the test were same, consisting of 60 multiple choice questions. The items were selected from the Textbook of General Science of grade V (Khyber Pakhtunkhwa Textbook Board). The test items were selected from the three chapters taken from three sections i-e Biology, Chemistry and Physics. The experimental group was treated by multi-grade approach and control group was treated by conventional way for six weeks. When the experiment was over the posttest was given to both group. To find the difference between the groups mean score t-test were apply at 0.05 level of significance. Hence it was concluded from the analysis that mono-grade teaching approach was more effective. Hence the analysis of data revealed that mono-grade teaching was more effective than multi-grade teaching. It is recommended on the basis of conclusions that the surplus teachers should be transferred to those schools where multi-grade teaching is prevalent.
Copyright Notice Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in IJSSA journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author’s responsibility to bring an infringement action if so desired by the author.