NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1451535
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1443-1475
EISSN: EISSN-2202-493X
The Impacts of Composite Classes on the Teaching and Learning Process
Rasela Tufue; Floraleta Losi
International Education Journal: Comparative Perspectives, v23 n2 p61-76 2024
Composite classes (also known as multigrades) are beneficial in several ways but have challenges for teaching and learning. This study aimed to explore participants' views concerning their experiences in teaching and learning within a composite classroom setting in Samoa. Specifically, the study sought to determine composite classes' impacts on teachers' instructions and students' learning. Using a qualitative approach, ten teachers and ten students from two rural primary schools were purposively selected to participate in this study. Findings showed that composite class structuring benefited students by promoting academic and social skills but also presented significant challenges. Many students and teachers found it highly distracting, making effective learning nearly impossible. With respect to teacher instructions and classroom management, teachers found it challenging to manage a mixed-ability classroom, as they needed to differentiate instruction to ensure that all students received an equal opportunity to learn. Findings have implications for policymakers and teacher training. For example, the Samoan Ministry of Education must find effective ways to make this class composition work. Similarly, the Samoan teacher training institution must provide teachers with the tools to effectively work in a composite classroom.
Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Samoa
Grant or Contract Numbers: N/A