2026 IJRSE – Volume 15 Issue 13
Available Online: 25 May 2026
Author/s:
Cuadra, Marvin F.*
DepEd Magallanes North District – Tagas Elementary School, Philippines (marvin.cuadra@deped.gov.ph)
De Castro, Errol G.
Sorsogon State University, Philippines (errol.decastro@sorsu.edu.ph)
Abstract:
This study examined the implementation and outcomes of the Multigrade Program in the Magallanes Districts. It aimed to: (1) Describe the implementation of Multigrade classes in Magallanes district along: (a) Organization of Multigrade classes; (b) School Plant, facilities, and Furniture of Multigrade classes; (c) Multigrade curriculum; and (d) program Support, Welfare and Incentive Program for Multigrade teachers; and (2) identify program implementation challenges. A descriptive-qualitative design was employed using key participant interviews and documentary analysis. Results showed that teachers demonstrate adaptability in managing diverse learners; however, gaps persist in learning facilities, instructional resources, curriculum contextualization, and access to specialized training. Key challenges include insufficient materials, limited professional development, and workload-related constraints. Learner progression outcomes indicate concerns in retention and grade advancement. Based on these findings, an evaluation guidebook was developed to support systematic program assessment and improvement, focusing on resource provision, capacity building, curriculum responsiveness, and strengthened stakeholder support.
Keywords: challenges, learner progression outcomes, implementation challenges, multigrade implementation, multigrade program, teacher support
DOI: https://doi.org/10.5861/ijrse.2026.26223
Cite this article:
Cuadra, M. F., & De Castro, E. G. (2026). Examining the implementation and outcomes of multigrade classes in the school periphery in the Philippines. International Journal of Research Studies in Education, 15(13), 155-176. https://doi.org/10.5861/ijrse.2026.26223
* Corresponding Author