The Negative Effect of Multi-Grade Teaching on the Teachers’ Performance at Primary School Level in District Mastung, Balochistan

Authors

  • Dr. Munir Ahmed Jamaldini Senior Subject Specialist, Bureau of Curriculum and Extension Center, Quetta Balochistan, Pakistan
  • Dr. Muhammad Asif Assistant Professor, Department of Humanities & Social Sciences, Bahria University, Karachi, Sindh, Pakistan
  • Dr. Ghazi Anwar Sultan Headmaster, GBPS, Ghousia Frontier Colony, Karachi West, Sindh, Pakistan

DOI:

https://doi.org/10.47205/plhr.2022(6-I)12

Keywords:

Classroom, Performance, Primary Education, Teaching, Multi-grade Teaching

Abstract

Primary schools in many rural areas of Pakistan with limited resources or with a shortage of teachers offer multi-grade class room instruction. In this setting, students from two or three grades are accommodated in combine class and one teacher oversees the whole class room. This study examined the factors contributing to subpar teaching performance in multi-grade classrooms in Mastung district primary schools. In fact, the study could only include thirty teachers due to a lack of time and funding. The research strategy was a quantitative one. The research tool used was a questionnaire. Primary school Teachers was the population which consisted of thirty teachers as sample from the district of Mastung. The data was tabulated and graphically analyzed. It was discovered that multi-grade teaching had a negative impact on teachers' ability to instruct. Teachers' responses demonstrated that multi-grade classroom instruction necessitates a number of beneficial changes as well. Positive recommendations and suggestions were made in light of the findings.

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Published

2022-03-31

Details

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    PDF Downloads: 102

How to Cite

Jamaldini, M. A., Asif, M., & Sultan, G. A. (2022). The Negative Effect of Multi-Grade Teaching on the Teachers’ Performance at Primary School Level in District Mastung, Balochistan. Pakistan Languages and Humanities Review, 6(1), 140–139. https://doi.org/10.47205/plhr.2022(6-I)12