2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Quimoyog, Harlen G.*
Divine Word College of San Jose, Philippines (harlen.quimoyog@deped.gov.ph)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study investigated the Teaching Strategies and Mathematics Performance of Intermediate Pupils in Multigrade in the Samarica District, Occidental Mindoro. This study used an exploratory sequential mixed-methods design. In the qualitative phase, the findings highlighted three emerging major themes: active learning strategies, differentiated instruction, and assessment and feedback mechanisms. The quantitative data were collected from 225 elementary pupils in a multigrade in the SAMARICA District, Occidental Mindoro, and then they underwent statistical analyses. To test the instrument’s reliability, the split-half technique was used, and the reliability coefficient was determined using Cronbach’s alpha. This research employed two primary instruments as part of the mixed-methods strategy: an interview for the qualitative component and a standardized Mathematics test, the Rapid Mathematics Assessment tool, for the quantitative component. Weighted means were computed to describe the mean extent of each indicator of the Teaching Strategies and Mathematics Performance of Intermediate Pupils in Multigrade in the SAMARICA District, Occidental Mindoro. The results show a uniform, high composite mean across all dimensions, suggesting that teachers exhibit high levels of pedagogical engagement and organized instructional practices in multigrade classrooms. However, the study results show a significant gap between the implementation of multiple teaching strategies and pupils’ performance, indicating the need for focused teaching and support in the SAMARICA District. Consequently, this study recommended that teachers optimize instructional time in multigrade settings through structured rotational teaching models. School administrators may provide continuous professional development training specifically tailored for multigrade teachers.
Keywords: teaching strategies, mathematics performance, multigrade classes, rapid mathematics assessment tool, mixed method approach
DOI: https://doi.org/10.5861/ijrse.2026.26710
Cite this article:
Quimoyog, H. G., & Galay-Limos, J. A. (2026). Teaching strategies and mathematics performance of intermediate pupils in multigrade classes within the SAMARICA District. International Journal of Research Studies in Education, 15(10), 153-168. https://doi.org/10.5861/ijrse.2026.26710
* Corresponding Author