ASSESSING THE PERFORMANCE OF PUPILS AND TEACHERS IN MULTIGRADE CLASSES IN THE CITY OF ILAGAN

This study looked into the performance of pupils and teachers in multigrade classes in the City of Ilagan. Utilizing a descriptive research design, the study analyzed the profiles of 34 multigrade teachers and 476 pupils from Grades V and VI across three districts. Data were gathered using structured questionnaires, interviews, and official records such as teachers’ CBPAST ratings and pupils’ academic performance reports. Statistical tools, including frequency, percentage, weighted mean, and chi-square tests, were employed to examine relationships and differences in performance. Findings revealed that multigrade teachers, predominantly young and professionally trained, demonstrated proficient performance. Pupils exhibited average academic performance, with significant challenges noted in English and Science. Teachers’ performance was influenced by gender, civil status, and training participation, while pupils’ performance showed no direct correlation with teacher performance. Factors such as curriculum, supervision, and classroom management significantly affected teaching outcomes. Recommendations emphasize targeted instructional improvements and enhanced professional development for multigrade teachers.