Multigrade Pedagogical Strategies For Strengthening Learning In Students Of Rural Single-Teacher Schools In The Province Of Bolivar
DOI:
https://doi.org/10.70577/asce.v5i1.698Keywords:
Multigrade Education, Single-Teacher Schools, Pedagogical Strategies, Cooperative Learning, Peer Tutoring, Rural EducationAbstract
This study analyzes the impact of implementing multigrade pedagogical strategies on strengthening student learning in a rural single-teacher school in Bolívar province, Ecuador. A quasi-experimental design with pretest-posttest measurements was employed with a purposive sample of 10 elementary students (grades 2 through 7) attending a multigrade classroom. The 12-week intervention included cooperative learning, peer tutoring, differentiated planning, and contextualized didactic resources. Quantitative data were analyzed using descriptive statistics and paired-samples t-test, while qualitative data from structured observations and semi-structured interviews underwent content analysis. Results showed a statistically significant improvement in academic achievement (t = 4.82, p < .001, Cohen's d = 1.52), with an average increase of 2.3 points in grades. Qualitatively, increased active participation, motivation, and socioemotional competency development were observed. It is concluded that multigrade strategies, grounded in Vygotsky's zone of proximal development and Ausubel's meaningful learning principles, constitute a viable pedagogical alternative for reducing educational gaps in rural contexts.
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