Design and Validation of Levelled Instructional Materials in Science for Multigrade Classroom

Syna Asor Carilo

doi:10.36948/ijfmr.2026.v08i03.81659

Design and Validation of Levelled Instructional Materials in Science for Multigrade Classroom

Author(s)	Ms. Syna Asor Carilo
Country	Philippines
Abstract	The study investigated the development, validation, and impacts of leveled instructional materials (LIMs) on science learning in multigrade classrooms at Mama Mary Learning Center, Inc., Pili, Camarines Sur. This research used a descriptive-evaluative design where the researchers identified the least mastered learning competencies of Grades 3 and 4 learners across Quarter 1 to Quarter 4 through teacher-made achievement tests, item analysis, and curricular validation; focus group discussions for teachers lived experiences and challenges. The respondents of this study are divided into three groups, including the first group is the (28) students enrolled in Mama Mary Learning Center, Inc, the second group is the three (3) teachers handling a multigrade set-up, and the ten (10) validators for evaluating the levelled instructional materials. To address these gaps, LIMs were developed using the RE-ACT framework (Relate, Engage, Analyze, Create, Transform), providing scaffolded, learner-centered support, and it is grounded in differentiated instruction, constructivist learning, and multimodal approaches. Curricular validation confirmed that the LIMs were Very Satisfactory in terms of content (3.82), format (3.56), presentation and organization (3.54), and accuracy/up-to-datedness (3.88), though minor refinements in values integration and grammar were recommended. Additionally, teacher interviews and focus group discussions highlighted persistent challenges in individualization, time management, classroom dynamics, and a lack of professional development. However, despite these difficulties, teachers employed coping strategies including advanced planning, differentiated instruction, peer-assisted learning, and collaborative group work. Thus, this study concludes that leveled instructional materials are effective interventions for bridging science learning gaps in multigrade classrooms, improving learner engagement and comprehension, and reducing teacher workload. Furthermore, this study underscores the importance of institutional support, continuous training, and resource provision to sustain effective multigrade teaching.
Keywords	Keywords: levelled instructional materials, multigrade classrooms, development, curriculum validation, RE-ACT framework, Science learning
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-17
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.81659

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Design and Validation of Levelled Instructional Materials in Science for Multigrade Classroom

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