CLASSROOM MANAGEMENT STRATEGIES AND THEIR RELATIONSHIPS WITH LEARNER BEHAVIOR AND ACADEMIC PERFORMANCE IN MULTIGRADE CLASSES: A MIXED-METHODS STUDY IN SIARGAO, PHILIPPINES

Multigrade teaching presents instructional and classroom management challenges, particularly in geographically isolated communities with limited educational resources. This study examined classroom management strategies and their relationships with learner behavior and academic performance in multigrade classes in General Luna District, Siargao Division, Surigao del Norte, Philippines, during the Academic Year 2025-2026. A mixed-methods approach incorporating descriptive-correlational analysis and qualitative inquiry was employed, involving nine multigrade teachers and 183 learners from nine public elementary schools. Data were gathered through questionnaires, interviews, and classroom observations and analyzed using descriptive statistics, Pearson correlation, and qualitative analysis. Findings revealed favorable classroom management practices and learner behavior, with an overall teacher-reported behavioral mean of 4.33. Learner participation (M = 4.47) and social interaction (M = 4.44) received particularly high ratings. However, academic performance in English, Mathematics, and Science remained below expectations, with an overall mean percentage score of 61.51. Classroom management strategies demonstrated significant positive relationships with learner behavior (r = .803, p = .009) and academic performance (r = .752, p = .019). Qualitative findings highlighted differentiated instruction, structured routines, peer learning, and resource constraints. The study concluded that effective classroom management was associated with positive learner behavior but required complementary instructional support to address academic achievement gaps.