The impacts of composite classes on the teaching and learning process

Abstract

Composite classes (also known as multi grades), a worldwide phenomenon, is beneficial in several ways but they also have challenging implications for teaching and learning. The aim of this Samoan study was to explore the views of participants concerning their experiences in teaching and learning within a composite classroom setting. Specifically, the study sought to find out the impacts of composite classes on teachers’ instructions and students’ learning. Using a qualitative approach, ten teachers and ten students from two rural primary schools were purposively selected to participate in this study. Findings showed that while composite class structuring benefited students by promoting academic and social skills, it also presented significant challenges. Many students and teachers found it highly distracting, making effective learning nearly impossible. With respect to teacher instructions and classroom management, teachers found it challenging to manage a mixed-ability classroom, as they needed to differentiate instruction to ensure that all students received an equal opportunity to learn. Findings have implications on policy makers and teacher training. For example, the Samoan Ministry of Education needs to find effective ways to make this type of class composition work. Similarly, the Samoan teacher training institution needs to provide teachers with the tools to effectively work in a composite classroom.