Application of the Methodology in the Innovative Multigrade Program in Rural Schools: Hoya Fresca, Doña María and Los Arroyos, of the Educational District 16-03 of Cevicos, during the School Year 2004 - 2005

Abstract

The researchers were concerned by high rates of grade repetition, dropout, over-age enrollment, and content-heavy curricula unrelated to children's daily lives, which made teaching in Innovated Multigrade classrooms appear traditional, with little time devoted to early literacy and numeracy skills and a lack of appropriate materials. A descriptive and exploratory design was used, with a population of 3 teaching directors and 140 students, using census sampling and a questionnaire instrument. Results show interactive guides and student government function well in the innovated multigrade classrooms studied, though classroom libraries do not function; materials are organized by area in work corners; students collaborate on discipline and snack distribution; a cleaning committee operates actively; and there is meaningful engagement between school and community. Recommendations include expanding multigrade classroom coverage, training on setting up classroom libraries, organizing dance-group workshops, holding community meetings led by teaching directors, and providing the technical, administrative, and financial conditions needed to sustain the innovation process.

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