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

The 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 teaching profession is considered as the best and perfect duty in world as they give caring obligation to shape somebody's life. Before going to the classroom, a great teacher guarantees his/her objectives of training on regular routine. Each teacher has diverse characteristics of showing their understudies. They change in their insight, abilities, and mentalities in showing particular subjects. They attempt their best and do all endeavors in helping us to accomplish our objectives in life. The aim of present study is to investigate the effects of mono-grade teaching and learning at primary level schools. The objectives of the study were: 1) To find out the effects of mono-grade teaching and learning in primary schools. 2) To find out which method is easy for learning outcome for 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 mono-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 and chi square test was performed. The results and findings of the study reveal that the majority of teacher?s perception regarding the student learning in mono-grade teaching strategies is statistically very high indication.