Profile Characteristics, Perceptions of Multigrade Classes, and Learning Progress in Literacy and Numeracy Among Grades 1–3 Students in the District of Motiong

Multigrade classes, a prevalent educational approach, present unique instructional dynamics in promoting students' literacy and numeracy development. This quantitative, descriptive-correlational study examined students' perceptions of multigrade classes and their learning progress in literacy and numeracy in the District of Motiong, Schools Division of Samar, during the School Year 2024–2025. The findings revealed that most students belonged to the transitional reading level, while a considerable number remained at the emergent level. In numeracy, the largest proportion demonstrated low proficiency. Despite these learning challenges, students generally expressed favorable perceptions of their multigrade classroom experiences, particularly in teacher-student interaction, curriculum adaptation, and social and emotional development. Furthermore, fathers' occupation and students' attitudes toward literacy and numeracy were significantly associated with both literacy and numeracy performance, while the other profile variables examined did not demonstrate statistically significant relationships with these learning outcomes. Notably, students' perceptions of multigrade classes demonstrated strong positive and statistically significant relationships with both literacy and numeracy performance, with Spearman's rho coefficients of 0.731 and 0.764, respectively. These findings highlight the importance of strengthening differentiated instruction, providing targeted literacy and numeracy interventions, promoting positive learning attitudes, and sustaining supportive multigrade classroom environments.

Multigrade Classes, Literacy, Numeracy, Early Grade Reading Assessment (EGRA), Enhanced Regional Unified Numeracy Test (ERUNT)

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