The study had following objectives: (1) To identify administrative and pedagogical problems in multi-grade teaching. (2) To implement and study effectiveness of developed strategy with respect to achievement of students and competency. (3) To compare the achievement of the schools. (4) To study the reaction of teachers regarding workshop. (5) To develop a strategy for environment in multi-grade teaching. (6) To study the perception of teachers regarding the developed strategy on environment.
The sample consisted of all the students of class III and IV of randomly selected 20 schools, out of 25 schools of Dabhoi Taluka. Cluster sampling technique was used.
Tools used were Questionnaire for situational analysis, semi-structured interview schedule for teachers, classroom observation Before and After workshop, official document from education cell, Sardar Sarovar Punnah Vasahat Agency, Vadodara, Reaction Scale for feedback of the workshop and Achievement test for the effectiveness of the strategy.
The study was intervention study.The research design adopted was survey for the situational analysis and pretest-posttest design for experimental part of the study.
Quantitative data were analyzed by applying mean, median, mode, percentiles, SD, Skewness, Kurtosis and ANOVA.
The study had following findings: (1) 100% of the schools were located in the Vasahat itself, that is, within one KM. But teachers were either commuting from Dabhoi village or Vadodara city. (2) Out of 25 schools, majority (17%) schools were belonging to Gujarat followed by six schools belonging to Maharashtra. (3) 48% schools were running classes I to V followed by 28% schools classes I to VI and 24% classes I to IV. (4) As far as the rooms in the school were concerned, 40% of the schools were having 2 rooms followed by 36% schools having 3 rooms, 20% and 4% schools having 1 and 6 rooms respectively. (5) Majority 76% schools were having 2 teachers followed by 16% schools having 3 teachers and only 8% schools had single teachers. (6) 100% of the Vasahat schools were having school building. (7) 100% schools were following multi grade teaching, where they handle more than one grade simultaneously. (7) 80% of the schools were giving more emphasis to Gujarati and Mathematics and only 20% schools were teaching environment every day. (8) 100% schools were preparing time-table but none of the school were practicing. (9) 80% of the teachers were employing a story telling and poem for teaching some content as a major activity and only 20% teachers were using field visit as an activity. (10) 100% teachers were not given any training related to multi grade. (11) 100% teachers used textbooks as major teaching aid. (12) 100% teachers had no training with respect to use of available teaching aids. (13) 100% teachers responded that there was no provision for transfer and promotion. (14) Supervision was conducted twice or thrice in a year. (15) 100% of teachers were following grade combination technique as the mutual basis. (16) 100% of the teachers respondent that there is no substitute teachers when they go on leave. (17) Overall chi-square value was found to be significant with respect to all the items in the reaction scale as teachers perceived strategy to be related to real classroom situation. (18) Overall majority of the students, that is, 68% of the students scored between 30 to 29, only 5% of the students scored between 10 to 19, which showed overall effectiveness of strategy. (19) Average 77% of the students have mastered the overall competencies. (20) The developed strategy was found to be effective in handling more than one grade simultaneously without wasting time of either of the class.
Keyword(s): Development, Tryout, Strategy, Environment, Multi Grade Teaching, Teaching Strategy, Class III and IV