International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 2
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Challenges to Fostering Pupils’ Engagement in a 45 Minute Multi-grade Class among Teachers of General Luna District in Siargao Division, Siargao Island, Philippines

Author(s) Dr. Maria Lelanie A Goyonan, Ms. Janen J Blancada, Ms. Cristy Consigna, Ms. Samantha Faye G Escosura, Ms. Andrea Mae A Figuron, Ms. Jessa Mae S Guiral
Country Philippines
Abstract Multi-grade teaching is essential in remote areas, it presents unique pedagogical challenges, particularly in maintaining pupil focus and active participation within limited timeframes. This study investigated the challenges faced by teachers in fostering pupil engagement within 45-minute multi-grade classes in General Luna District, Siargao Division during School Year 2024–2025. Using a descriptive quantitative research design, data were collected from sixteen (16) female multi-grade teachers through a validated survey questionnaire. The study examined demographic characteristics, including age, sex, educational attainment, and teaching experience, as well as factors affecting pupil engagement such as classroom management, student engagement, resources, and time constraints. Results indicated that time constraints (mean = 3.57, SD = 0.372) were the most significant challenge, followed by student engagement and classroom management, while resource availability, though rated lowest, still presented moderate difficulties. Correlational analysis revealed strong positive relationships among classroom management, student management, and resources, highlighting the interconnected nature of these challenges in affecting pupil engagement. These findings underscore the need for strategic interventions, professional development, and improved instructional support to enhance teacher effectiveness and pupil learning outcomes in multi-grade classrooms.The study concluded that although teachers were academically qualified and moderately experienced, the constraints of limited instructional time and the complexities of managing multiple grade levels hindered effective pupil engagement. It is recommended that the Department of Education strengthen capacity-building initiatives focusing on multi-grade teaching strategies, time management, differentiated instruction, and the development of contextualized teaching materials. Additionally, schools should implement mentoring programs, encourage collaborative sharing of best practices, and establish monitoring and evaluation systems to improve instructional effectiveness. These measures aim to support teachers in overcoming multi-grade challenges and provide quality, engaging learning experiences for all pupils.
Keywords multi-grade classes, pupil engagement, classroom management, time constraints, teacher challenges
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-17
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.70235
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E-ISSN 2582-2160
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