Managing the effects of multi-grade teaching on learner performance in Namibia.

Data presented in 2004 at a national conference on multi-grade teaching in Namibia revealed some significant negative effects on achievement associated with multi-grade instruction. In addition, the data indicated that teachers lack management and organisational strategies for multi-grade teaching. The purpose of this study was to explore the views and perceptions of educators on the managing of multi-grade classes in Namibia. Chapter one describes the background to the study, focussing on the history of education in Namibia and the history of multi-grade education. It became clear at this stage already that teachers need to be well trained, well resourced and hold positive attitudes towards multi-grade teaching if children are to learn effectively in multi-grade environments. In addition, parents should have input into significant instructional and assessment decisions concerning their children. The Literature survey in chapter two provides a theoretical framework on the concept of the management of multi-grade classrooms and the need for appropriate management and teaching skills. Effective multi-grade teaching involves the use of a range of organisational strategies in the classroom. Curriculum, learning materials, teacher education and assessment are necessary components of an integrated strategy for teaching and learning. Surrounding these strategies is the need for national policies (for curriculum, materials, teacher education and assessment) that recognise, legitimate and support learners and teachers in multi-grade settings. Chapter three identified the tools and processes of conducting the study with reference to previous and new developments in multi-grade teaching. The assumption guiding the study is that a strong case can be made by using an approach that combines qualitative and quantitative elements. By using different methods at various points in the research process, the researcher could build on the strength of each type of data collection and minimise the weaknesses of any single approach. Data was therefore collected simultaneously and involved both numeric information (on structured questionnaires) and text information (on focus group interviews and observations) so that the final database represents both qualitative and quantitative information. Five educational regions in Namibia were randomly selected to participate in this study. Literature suggests five key areas that are normally the focus of concern in multigrade teaching environments and should be included in any training programme. These include classroom management, instructional strategies, curriculum, instructional materials and community involvement. These five key areas were also used as a conceptual framework through which the observations, focus group interviews and questionnaires were rendered comprehensible in the analysis and interpretation of data as discussed in chapter four. It should be emphasised that education is inevitably underpinned by educational philosophies whether acknowledged or not. Multi-grade teaching too has particular philosophical bases, which emerge from the literature. Multi-grade practices recognise that there is an overlap of abilities amongst learners but also that levels of difficulty have to be taken into account. The philosophy of teaching is therefore an important consideration in multi-grade teaching. The findings of the study are discussed in chapter five. One of the most important findings is most probably the need for a national policy that recognises, legitimate and support learners and teachers in multi-grade settings. The study concludes with recommendations and suggestions for further research.Prof. C.F. Looc