The Educational Experiences and Student Development at Can-Eo Chapyusen Multigrade School, Bontoc Mountain Province

Teaching Strategies in a Multigrade Setting, Student Academic Growth and Performance and Socio-Emotional Development of Learners

Abstract

This study examined the educational experiences and student development at Can-Eo Chapyusen Multigrade School in Bontoc Mountain Province, a rural school implementing multigrade instruction to address geographic and resource constraints. Using a qualitative case study design, the research explored how multigrade teaching practices shape learners’ academic, social, emotional, and behavioral development, as well as the challenges and support systems influencing the learning process. Data were collected through semi-structured interviews with teachers, parents, and school stakeholders; focus group discussions with learners; classroom observations; and document analysis. Thematic analysis was employed to identify recurring patterns and meanings across data sources. Findings revealed that educational experiences in the multigrade classroom were characterized by adaptive and learner-centered instructional practices, including differentiated tasks, independent learning, and peer-assisted instruction. These practices supported gradual academic development in literacy and numeracy, particularly through peer learning across grade levels. The multigrade environment also fostered positive social, emotional, and behavioral development, as learners demonstrated cooperation, responsibility, empathy, and leadership. Despite these benefits, teachers and learners encountered challenges related to heavy workload, limited instructional time, and inadequate learning resources. Strong support systems, including teacher resilience, parental involvement, and community participation, were found to mitigate these challenges and sustain meaningful learning experiences. The study concludes that multigrade education at Can-Eo Chapyusen Multigrade School contributes positively to holistic student development and serves as a viable and context-responsive educational model in geographically isolated communities. The findings underscore the need for targeted professional development, resource support, and policy interventions to strengthen multigrade instruction and enhance educational equity in rural settings.

Keywords: multigrade education; educational experiences; student development; rural schooling; peer-assisted learning; community support