Title: Differentiated Instruction in Multigrade Classroom Settings
Authors: Chris R. Pedroches
Volume: 9
Issue: 7
Pages: 149-165
Publication Date: 2025/07/28
Abstract:
The implementation of differentiated instruction (DI) in multigrade classrooms posed unique challenges due to varied learner needs, limited resources, and instructional complexity. This study aimed to determine the extent of DI implementation among teachers in multigrade settings, examined its relationship with teacher profile variables, and identified challenges encountered as a basis for an extension training program. Specifically, it assessed DI implementation in terms of addressing student interests, employing assessment methods, lesson planning, content, instructional process, learning outcomes, and classroom management. The study employed a quantitative-descriptive correlational design involving multigrade teachers from selected public schools. Data were gathered through a validated survey questionnaire, and statistical tools such as weighted mean, Pearson r, and ranking were used in the analysis. Findings revealed that teachers implemented DI to a great extent across all components, with lesson planning and content differentiation receiving the highest ratings. However, only a few profile variables showed significant relationships with DI practices. Teaching position correlated significantly with content and instructional process, while the subject taught (EPP/TLE) was associated with lesson planning. Other variables such as age, sex, years of experience, grade level, and number of relevant trainings did not show significant influence. The most critical challenges reported included classroom management difficulties, diverse student needs, and limited learning space, pointing to structural and environmental limitations. Meanwhile, teacher-related challenges such as insufficient training and peer collaboration were less frequently cited. These findings underscored the importance of developing structured training program and providing targeted support to enhance DI implementation in multigrade settings. The results also offered valuable insights for future research and policymaking focused on improving inclusive teaching practices.