The Limitations and Benefits of Multi-Grade Classes Based on Multi-grade Classes Teachers' Lived Experiences

The present qualitative research aimed to identify the limitations and benefits of multi-grade classes based on the lived experiences of multi-grade teachers from Kermanshah province and to propose some approaches to enhance the teaching effectiveness in such classes. The research statistical population consisted of all multi-grade teachers of Kermanshah province in the school year of 2017-2018, of whom 12 experienced teachers with the experience of teaching in such classes were selected purposively. The required data was collected through semi-structured interviews. Having been categorized and analyzed, the data was presented to the interviewees to be validated and extrapolated. The results indicated that all of the claimed benefits, including the possibility of higher and lower grades students' taking advantage of such instructions, the establishment of learning through cooperation with teachers, the development of social and communicative skills could be confirmed regarding all of the observed districts and the findings of the other studies. Such limitations as the shortage of teaching time and classroom management were general ones being recognized by the respective researchers around the world. However, a considerable part of the limitations were caused by the requirements of Iran educational system of 6-3-3 regime which resulted in experiencing both an increase in the number of grades in one class and more classroom management problems and other damages for the teachers due to the sixth grade teenagers in co-educational classes who are in the critical period of adolescence. Among the other limitations, overlooking the need for equipping these classes with technological tools, the poor selection of educational leaders and the families' economic and social constraints can be mentioned.