Multi-level Education
Lamonica Sharp
Liberty University
RUNNING HEAD: Multi-level Education
2
Abstract
When combining students in similar academic levels, but different grade levels,
confusion and complications may arise. It is not only extremely challenging to accommodate
these type of classrooms diversities, it is also problematic to simultaneously take on classroom
management. In addition, some teachers have personally mentioned the difficulty and
inconvenience in teaching different lesson plans for different grade and academic levels
concurrently. The learning theory covered is important in the educational field, because
modeling positive behavior is believed to have a positive impact on students. Additionally, this
paper will touch on a quantitative study that was done, including what the results indicated. The
problem of multi-level education is important to address because it would not only benefit the
students, it could also allow for a more accommodating and less stressful environment for
teachers. Results of this study indicate that adjusting teaching strategies among other variables
to meet specific to meet individual and group needs provides the best possible learning
experience in diverse learning situations such as a multi-level classroom.
Multi-level teaching refers to one teacher instructing students of different levels at the
same time. These levels can refer to ages, grade level and/or academes abilities. Multi-level is
distinguished from a traditional classroom where students within the same grade level are also
assumed to be comparable in age and academic ability. Most of teaching in current classroom
settings has continued to be a more traditional way of directing learning. The traditional
practice is to organize by class or grade, and have one teacher responsible for teaching that one
grade of students. However, some issues such as low enrollment and the diversity in learning
has forced various communities to change the traditional way of teaching by dispersing students
to different grade levels in several different classrooms. In many of the cases of a multi-level
RUNNING HEAD: Multi-level Education
3
classrooms, this is the only practical solution. The effort should always be focused on improving
the teaching and learning conditions in this school formation. Bandura’s Social Learning Theory
claims that some children learn to do what has been done to them (as well as what they
witness) (1977). This form of modeling is vital in a multi-level classroom, because it sets the
tone for the environment, regardless of the academic or grade level.
When placing students into a multi-grade level classroom environment, teachers and
students need to be prepared to be successful in a more diverse learning environment. There
are many reasons that this type of environment is beneficial, but only if teachers are properly
trained. Not only is there is a great benefit in creating a diverse and balanced group of students,
addressing this issue also allows the opportunity to conduct more research to improve, as well
as, better accommodate these types environments. To address the magnified and diverse needs
of a multi-level classroom, the question must be asked: “Does teaching strategies improve
students and teacher success in a multi-level classroom?”
Teaching strategies and multi-level education
All students, including students that are considered gifted and talented, along with high
achievers, have barriers between them and their academic success. Unfortunately, sometimes
these barriers are things which a teacher has little control over, such as a student in a low-
income environment. Fortunately, when it comes to most of these student barriers, a teacher
does in fact have many tools to that will allow students to excel. Regardless of a student’s home
environment, academic success is in reach. These teaching tools and strategies prepare
educators to support all students in reaching their full learning potential.
The multi-grade classroom is labor intensive and requires more strategies, planning,
collaboration, and professional development than the conventional graded classroom (Sayeski,
RUNNING HEAD: Multi-level Education
4
2014). Sufficient planning time must be available to meet the needs of both teacher and
students. Insufficient planning, staff development, strategies, resources, materials, support, and
assessment procedures will have an impact on the success of the multi-level program (2014).
In A Review of the Quantitative Research on Multi-Grade Instruction, thirteen studies
were conducted, evaluating academic achievement in both traditional classrooms, as well as
multi-grade classrooms, finding that there were no significant differences between achievement
(Mulryan-Kyne, 2004). The data in this study clearly supported a multi-level classroom as not
only practical, but also an equally effective alternative to instruction in a traditional classroom
setting. Nevertheless, limited evidence also may suggest that there may be substantial
differences when it comes to the subject or grade level studied. There unfortunately hasn’t
been not enough studies conducted to make assumptions on the validity of the suggestion that
some subjects or grade levels are better for multi-grade instruction. Mulryan-Kyne also stated
that when it came to impacting students, multi-level classrooms appeared much stronger. In the
studies reviewed, out of the twenty-one measures used to assess student impact, eighty-one
percent favored the multilevel classroom (2004). On top of that, it is not only extremely
challenging to accommodate these type of classrooms diversities, but it is also simultaneously
difficult to take on classroom management.
According to Mulryan-Kyne, the majority of the teachers questioned were in agreement
that teaching in a multi-grade classroom was not only extremely difficult, but it also shaped a
disheartening environment. In addition, there was also considerable concerns and complaints
about having an increased requirement in planning, preparation and organization compared to
teaching in a single grade classroom (2004). Although the Mulryan-Kyne study found that most
of the teachers largely disapproved of a multi-grade classroom setting, the same study also
RUNNING HEAD: Multi-level Education
5
concluded that the younger students in the multi-grade classroom took in the grade level
information being taught to the older students (2004). In addition, the older students in
multigrade classroom also seemed to benefit from this type of setting. The material being
taught to the younger students was often information previously learned by the older students
and therefore, could be beneficial as a review (2004).
Borich, in Effective Teaching Methods states that the purpose of his article is to point out
that the five key behaviors Lesson Clarity, Instructional Variety, Teacher task orientation,
Engagement in the learning process, and Student success rate have proven to be directly related
to effective teaching (2017). The first behavior, lesson clarity includes several characteristics of
effective presentation. Borich explains how more effective teachers are getting their points
across to learners who may be at different levels of understanding. The next key behavior,
instructional variety states that teachers should be flexible and use a variety of methods that
would a grab student’s attention to successfully present and deliver a lesson. Some of those
methods include having challenging questions, using visual examples, and using a mix of
rewards and reinforcements like extra credit, verbal praise, and independent study. The next key
behavior; teacher task orientation refers to how much classroom time the teacher devotes to
the mission of teaching an academic subject. Engagement in the learning process is the next key
behavior that covers the amount of student engagement a teacher can have. Finally, the last key
behavior is student success rate, which entails how students understand and correctly complete
exercises and assignments.
The purpose of Bright’s article in Five Habits of Highly Effective Teachers, is to explain
how the effectiveness of teachers is in direct relation to classroom performance (2012).
RUNNING HEAD: Multi-level Education
6
According to many studies done, Bright believes that the main contributing factor to student
success is effectiveness of instruction by classroom teachers. Bright also states that the most
import factor contributing to student success is the effectiveness of instructions. As also
described by the author, instruction of highly effective teachers includes having five specific
habits (2012). The first habit includes teachers connecting curriculum and instruction to post
graduation demands. The argument is made that due to state restrictions, teachers generally do
not branch outside of what is mandated by the curriculum (2012). The second habit covers how
teachers deliver their lessons. Highly effective teachers deliver several different strategies to
improve instructional delivery (2012). Habit number three explains how teachers control what
they can. Habit number four focuses on having research projects and oral presentations
including rubrics with an evaluation criteria set (2012). The fifth habit explains how teachers are
always trying to explore different approaches to teach the instructional material.
In Beyond Involvement, the authors state that the purpose of the article is to study how
students learn most effectively (2014). The authors consider the continuously changing
standards and assessment structure. The authors also argue that more students need to accept
ownership in relationship to the learning process (2014). Educators will notice students who
continue to strive in the learning process, because of the many benefits they will experience.
The entire learning process begins to improve as mastery is achieved. This occurs when students
take charge of their learning while educators continue to aid in the process. Formative
instructional practices were used by teachers to collect data and the results were used to
change and modify instruction based on the student’s needs. Some of the strategies used were
using clearer learning targets, increasing teacher-student conferences, and creating goal-setting
activities. Results showed that students who took ownership of their own learning begin to
RUNNING HEAD: Multi-level Education
7
transform the classroom in to a studentfocused environment. This practice helped teacher and
students focus better, improve student learning, and improve effective feedback.
Rai and Prakash’s In Pursuit of Effective Schools, states that the purpose of the article is
to discuss the key determining factors of effective schools and their connection among each
other. In this article, Rai and Prakash answer the question, “what makes an effective learning
environment” (2014). Rai and Prakash used computerized literature search to search specific
schools, including what characteristic, structures, and implementation were contributed toward
their effectiveness and success (2014). The results helped determine the key factors that have
been used to study school effectiveness. In addition, the article does a review, as well as critic
previous and current assessment criteria for effective schools (2014). The major findings include
three characteristics in establishing successful leadership: engaging others in activities, creating
a positive school culture, and producing an environment that offers the most when it comes to
teaching and learning. Lastly, the article suggests several recommendations and considerations
for future study such as but not limited to a better infrastructure, improved cultural practices,
and an emphasis in a student’s cognitive outcomes.
Learning Theory Association
Diverse teaching strategies produces various results with relation to learning theories.
Bandura’s Social Learning Theory is one learning theory in the form of social and behavioral
learning. Bandura’s learning theory relies on the idea that people learn from one another.
Learning is the result of one’s interrelationships between people, their behavior, and their
environment, (Brassard, 2014). Within Bandura’s learning theory there are two processes;
internal and external (Bandura, 1977). The attention phase is within the internal process when
observation of the role model takes place (Bandura, 1977). We don't learn to imitate every
RUNNING HEAD: Multi-level Education
8
behavior that we are exposed to, just the few observed actions of others make enough of an
impression to become worthy of our modeling. Next is the retention phase, which is the
processing and representation of the observed behavior into the learner’s memory, however we
don't remember every action that we pay attention to. Processes such as mental images, and
cognitive organization help us to remember various information (1977). People also can perform
the same action or behavior that has been observed. The reproduction phase is the step where
the memory guides the performance of the learner’s actions, though there is no benefit to any
of these steps unless a desire to carry out the action or behavior exists (1977). The last phase of
the internal process is motivational, which is influenced by indirect reinforcement and
punishment (Bandura, 1977). Once the internal phase is finished, then the last component,
external processes, consists of when the learner observes the behavior of the role model and
demonstrates the same performance of the observer (1977). Also, according to Brassard,
because a child will model behaviors witnessed, it is imperative that schools find a way to
introduce and incorporate better teaching strategies in multi-level classrooms to have a more
positive impact on transitioning and becoming successful in this type of classroom (2014).
According to Bandura, some children learn to do what they witness and are exposed to. This is
the most common explanation of the effects of an unsuccessful classroom when it comes to
modeling (1977). Bandura’s theory directly relates to this article because, without incorporating
better teaching strategies, negative attitudes are more likely just to be repeated, increased and
amplified (2014). Positive influences, in a positive environment produces positive results.
Define Key Terms
This paper refers to many terms in education that applies to teaching strategies that can
be used both within a traditional or multi-level classroom. All the definitions have been taken
RUNNING HEAD: Multi-level Education
9
from dictionary.com. Multi-level education is a process of teaching one primary objective or
concept to a class while allowing for varied outcomes for an individual student or a small group
of students. The students or small groups vary in the form of age, grade, academic or grade
level. Grouping refers to a range of grouping students together for delivering instruction. This
involves a system whereby students are separated into different classes and groups to endure
academic improvement. Grouping allows the teacher to focus on any specific needs of a
student. It also gives a student a comfortable opportunity to work with, and learn from, their
classmates. When students work in a variety of groups, they also learn to work independently
and cooperatively with different personalities in different settings. Scaffolding refers to using a
variation of techniques in the classroom that will assist students in making improvements
towards a stronger understanding and, eventually an increased independence in the overall
learning process. Overall, scaffolding is supplying and supporting students in their own
individual success, such as taking notes to increase both physical and academic skills.
Differentiated Instruction refers to
the way in which a teacher anticipates and responds to a student’s various needs in the
classroom. Collaboration takes place when individual in a learning community work together as
equals to assist students to succeed in the classroom. As educators, the need is great to create
classrooms that will maximize the success of all students, and will accommodate differentiated
instruction, which includes a variety of diverse interests, needs, and skills.
Gaps in the Research
The studies conducted offers evidence to support incorporating multi-level classrooms
into schools as a practical solution to growing concerns in the traditional one level classroom.
Results also show that questioning pedagogy, adjusting curriculum and teaching strategies to
RUNNING HEAD: Multi-level Education
10
meet specific group needs is central to providing the best possible learning experience in
multilevel classrooms (Trees, 2013). However recent research also suggests there is no
difference between multi-level and traditional single grade classes.
Future recommendations include correctly implementing policies to ensure successful
improvement in instruction and classroom management (Putman, 2014). Also, according to Rai,
recommendations and considerations for future study are, but not limited to a better
infrastructure, improved cultural practices, and an emphasis in a student’s cognitive outcomes
(2014). It is recommended that future research be conducted using the similar controls for
parental education, socio-economics, and prior learning, but extended to other grade levels as
well (Ramrathan & Ngubane, 2013). Future research is recommended to extend to other grade
levels in both the primary and middle school grades. Additionally, future research should be
extended to other subject disciplines other than reading, writing, and mathematics (Fallon, et
al. 2012). Additionally, future research recommended may include a longitudinal study following
a cohort of students and their academic achievement over a period in both multi-level and
traditional classroom settings (Mortazavizadeh, et al. 2017). Research may also be considered
focusing on specific rural and urban areas. Finally, further research recommendations include
implementing a quantitative experiment in a rural or urban setting where students can be
randomly assigned to both multi-level and traditional classes where educational influences may
implement multi-level education by choice (Ramrathan & Ngubane, 2013).
Biblical Worldview
From a biblical worldview perspective, one issue with Bandura’s social learning theory is
that the subjective nature of responses and effectiveness of reinforcement cannot be fully
measured. Because of this, it can be difficult to measure the effects that the theory has on
RUNNING HEAD: Multi-level Education
11
academic and social development. Similarly, Bandura’s learning theories of classical conditioning
and operant conditioning can be subjective and therefore equally hard to measure. Bandura’s
theory also appears to ignore natural maturation over time. This causes a gap in understanding
of how adults and children learns through observation, which are not differentiated, possibly
also possibly explaining why factors of natural development were not included. Ephesians 4:13
(English Standard Version) states “until we all attain to the unity of the faith and of the
knowledge of the Son of God, to mature manhood, to the measure of the stature of the fullness
of Christ…”. In relation, according to Proverbs 6:23 (English Standard Version), it’s a fact that
both Bandura and God resorts to operant conditioning in dealing with people and raising
children. These scriptures suggest that the Bible is certainly not opposed to behavior
modification or increased choice. Operant Conditioning can help Christians and students alike
who are struggling in the classroom or live until the result is complete victory.
Philippians 4:13 (The New King James Version), states the verse that “I can do all things
through Christ who strengthens me. This is an appropriate scripture, considering the negative
reaction of most of the teachers in this study. The scripture reminds one that through any of
life’s trials and tribulations can be endured and no one should ever give up. In relationship to
Bandura’s theory, it reminds one that learning always takes place when following another. It also
suggests that anything can be accomplished with the right focus and determination.
Conclusion
The purpose of this paper was to determine if there is a difference in student
achievement levels between multi-level and traditional single grade level and whether that
difference was significant. The results of the study revealed that despite research that has
concluded differences between multi-level and traditional classrooms, achievement levels
RUNNING HEAD: Multi-level Education
12
remain similar when using the proper resources. The recommendation, based on the findings, is
to continue with multi-level implementation as an alternative to learning in a traditional
classroom. Although some research conclusions find that the differences between multi-level
and traditional classes are inconclusive and controversial, most of the current knowledge
available that’s gained from previous studies offers educational organizations, such as school
boards and the Department of Education evidence that multi-level education is a beneficial and
practical alternative to traditional education. Current studies also support the previous research
conducted. Future studies will continue to contribute to further research, educational theories,
teaching strategies and classroom management on differentiated instruction and social
interaction. It is important to use these strategies more than just on occasion or at times such as
small groups, but at every opportunity as a standard practice. Multi-level education not only has
the potential to help solve the difficulties and obstacles in operating multi-level classrooms, but
it can also have a positive effect on teaching and learning. These studies reflect the complex and
variable nature of school life.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review, 84(2), 191–215. doi: 10.1037//0033-295X.84.2.191
Borich, G. D. (2017). Effective teaching methods: Research-based practice (6th ed.). Retrieved
September 24, 2018, from
https://openlibrary.org/books/OL3685893M/Effective_teaching_methods
Bright, N. H. (2012). Five habits of highly effective teachers. Education Digest: Essential
Readings Condensed for Quick Review, 77(7), 42-48. Retrieved September 23, 2018.
RUNNING HEAD: Multi-level Education
13
Chan, P. E., Graham-Day, K. J., Ressa, V. A., Peters, M. T., & Konrad, M. (2014). Beyond
involvement: Promoting student ownership of learning in classrooms. Intervention in
School and Clinic, 50(2), 105-113. doi:10.1177/1053451214536039
Dictionary.com. (2018). Retrieved October 7, 2018, from https://www.dictionary.com/
Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in
schoolwide positive behavior support: A review of current literature. Journal of Positive
Behavior Interventions, 14(4), 209-219.
Miller, B. (1990). A review of the quantitative research on multi-grade instruction. Research in
Rural Education, 7(1), 1-8.
Mortazavizadeh, S. H., Nili, M. R., Isfahani, A. N., & Hassani, M. (2017). Teachers' lived
experiences about teaching-learning process in multi-grade classes. Journal of Education
and Learning, 6(4), 354-363.
Mulryan-Kyne, C. (2004). Teaching and learning in multi-grade classrooms: What teachers say.
The Irish Journal of Education / Iris Eireannach an Oideachais, 35, 5-19. Retrieved from
http://www.jstor.org/stable/30077492
Putman, H., Greenberg, J., & Walsh, K. (2014.). Training our future teachers. National Council on
Teacher Quality. Retrieved September 29, 2018
Rai, A., & Prakash, A. (2014). In pursuit of effective schools: From western perspective.
IManager's Journal on Educational Psychology, 7(4), 41-49. Retrieved from
http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/
docview/1693775921?accountid=12085
Ramrathan, L., & Ngubane, T. I. (2013). Instructional leadership in multi-grade classrooms:
RUNNING HEAD: Multi-level Education
14
What can mono-grade teachers learn from their resilience? Education as Change, 17S93-
S105. doi:10.1080/16823206.2014.865995
Sayeski, K. L., & Brown, M. R. (2014). Developing a classroom management plan using a tiered
approach. TEACHING Exceptional Children, 47(2), 119-127.
doi:10.1177/0040059914553208
Trees, K. (2013). Effectively teaching diverse student groups: A reflection on teaching and
learning strategies. Australian Journal of Adult Learning, 53(2), 234-252. Retrieved from
http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/
docview/1444016019?accountid=12085
