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 implementation program in terms of class organization, facilities, curriculum, and teacher support systems; (2) identify program implementation challenges; (3) assess learner progression outcomes based on promotion, dropout, and repetition rates; and (4) develop an evaluation guidebook grounded on the findings. 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, evaluation guidebook, learner progression outcomes, multigrade implementation
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), 155-180. https://doi.org/10.5861/ijrse.2026.26223
* Corresponding Author