EFFECTS OF MULTI-GRADE TEACHING AND LEARNING AT PRIMARY LEVEL SCHOOLS

Teaching is an imperative device used for guideline in various circumstances. It is the method for correspondence received in a dynamic and solid environment. Teacher is likewise the coordinator of learning circumstances and transmits science to social community. Some time teacher might be called as a pioneer who assumes a part to change the awful standards of society into the great one. For his past encounters they offer information to understudies and make the establishments of country. Teachers are extraordinary wellsprings of learning, thriving and edification to which anybody can be profited for entire life. They serve as the genuine light in every body's life as they help the understudies to make their courses in the life. The aim of present study is to investigate the effects of multi-grade teaching and learning at primary level schools. The objectives of the study were: 1) To find out the effects of multi-grade teaching and learning in primary schools. 2) To find out which method is easy for learning outcome of students in primary school. 3) To discover in which method students can improve their grade and develop their social skills. The descriptive survey method was used in study. The target population was comprised of One thousand five hundred and seventy six (five hundred and thirty one male one thousand and forty five female) primary teachers of government schools. A sample of two hundred teachers (both male and female), two teachers from each government primary schools were selected. Research questionnaire was developed on likert scale for gathering the data on the basis of teacher?s perception on the organizational effects of multi-grade teaching and learning. The collected data were analyzed through SPSS 21. The score of responses were tabulated in to the frequencies and represented in percentage, mean values the standard deviation and chi square test were performed. The results and findings of the study reveal that the majority of 70% teacher?s perception regarding the student learning in multi-grade teaching strategies is statistically low indication.