Twenty-sixth International Conference on Learning

Abstract

Scholars conceptualize multigrade teaching (MG) as an approach used by a single teacher teaching learners from different curriculum grades (for example grades 4 to 6) within the same class period. An integrated social constructivist theoretical frame underpins the multi-graded teaching for optimal learning. This article explores MG teachers’ views on cooperative learning as a pedagogical approach and examines how they implemented the different cooperative learning approaches in the MG class. A qualitative research approach was employed with telephonic interviews and open-ended e-mail responses as data collection instruments. Findings revealed that participants were trained in and knew how to use cooperative learning approaches to teaching. They were confident, positive, and eager to plan cooperative learning approaches for MG classes. Some drawbacks emerged because of a lack of sufficient resources. Further research is needed to explore teaching multigrade and planning multigrade lessons quarterly, as stipulated in the new curriculum policy.