Implementation of Multigrade Program in Upland Public Elementary Schools in Tanay District

Abstract

This study assessed the implementation of the Multigrade Program in upland public elementary schools in Tanay District, Schools Division Office of Rizal, during School Year 2025–2026. Specifically, it examined the extent of implementation in terms of objectives, management, monitoring, and evaluation, as well as the problems encountered by teachers and pupils. The study utilized a descriptive survey research design and documentary analysis. A total of 105 respondents participated, consisting of 19 multigrade teachers and 86 pupils from Aguho Elementary School, Bitik Elementary School, Madilay-Dilay Elementary School, Nayon Elementary School, and Rawang Elementary School. A researcher-made questionnaire-checklist was used to gather data. The findings revealed that most teacher-respondents were 41 years old and above, female, married, and holders of graduate degrees, with many occupying Teacher III positions or higher. Most had varied years of service and had attended national-level in-service trainings. The pupil-respondents were mostly aged 8 to 12 years and above, with nearly equal gender distribution, coming from large families, and many belonging to low-income households with parents having low educational attainment.The study found that the Multigrade Program was perceived by both teachers and pupils as much implemented in terms of objectives, management, monitoring, and evaluation. There was no significant difference in the perceptions of teachers and pupils regarding program implementation. Likewise, most teacher and pupil profile variables showed no significant relationship with perceptions, except for teachers’ position title, which was found to be significant. Respondents reported minimal problems, although teachers sometimes experienced insufficient time in covering multiple grade levels, while pupils noted limited instructional materials.In conclusion, the Multigrade Program in the identified schools is effectively implemented and generally well-perceived by stakeholders. It is recommended that continuous training, adequate instructional resources, and strengthened administrative support be provided to enhance program delivery. An action plan is proposed for implementation, and further studies are encouraged to explore additional variables..