Challenges Encountered by Hinterland Multigrade Teachers in North I District

The researcher felt that it was crucial to carry out this study in order to have a thorough grasp of how multigrade courses functioned in terms of their implementation at the school level. Additionally, a thorough examination of the implementation process' current stage, the difficulties teachers and school administrators experience, and the need for conclusive results that would accurately reflect the situation of the city's school division in the relevant area were all requirements. We can approach it more logically if we are aware of these difficulties. The Schools Division of Iligan City conducted this study during the 2022–2023 academic year. The three elementary schools in the North-I district that were chosen with multigrade classes were Pedro T. Megrio Memorial School, Bacuitana Elementary School, and Bulalang Elementary School. There were five instructors at each of these schools, making a total of 15 responders. All of the respondents' schools had an excess of both chairs and textbooks because they had attained a 1:1 ratio, however, it is important to remember that not all learning areas in the textbooks have access to materials. There were, however, few available computers, libraries, internet connections, and scientific apparatus. Two of the responding schools had kept their promotion rates at 100%, while the other had recently caught up but had seen an increase of 13%. The majority of students had reading performance levels that were frustrated and below frustrated when utilizing the standardized Phil-IRI method to measure literacy rates. Two out of fifteen respondents who were surveyed about the difficulties teachers face claimed they had trouble managing group activities in the class presentation. Auxiliary labor overloading was a problem for two out of fifteen responders. Only one out of fifteen people had trouble with the lesson's assessment method. The assumption made in the first chapter and the summary of the findings led to the conclusion that multigrade schools had numerous difficulties and scored poorly on measures of access, quality, and governance