Systematic review of multigrade classrooms studies

The purpose of this study was to systematic review the studies of multigrade classrooms in Iran in order to classify and provide an overview of the challenges and the solutions identified and to analyze them. The present study was conducted by a qualitative method of systematic review. Reliable research were conducted by electronic search keywords of multigrade classroom, multigrade education and multigrade teaching in the databases of SID, Noormags, Google Scholar, Irandoc, Magiran, Comprehensive Portal of Humanities and The University of Tehran’s Scientific Journals Database the period of 1396-1386. The process of identification, screening, qualification, and inclusion in the sample study was performed based on the PRISMA statement. In the searches, 204 studies were identified for systematic review. After eliminating duplicates and screening, finally, 35 studies that met the inclusion criteria were selected & analyzed. The selected documents were reviewed based on qualitative meta-analysis. In the analysis of  multigrade classrooms challenges, findings indicated 5 main categories of challenges including challenges related to teachers, students, society and environment, curriculum elements and multigrade system which were examined separately or in combination. Also, in reviewing the research, the main solution to address each of these challenges was to design and develop a curriculum consistent with the characteristics of the local community. A program that is faithful to the national curriculum on the one hand and to the realities of the multigrade classrooms and the local community on the other. Accordingly, it is suggested that the national curriculum be modified in collaboration with teachers and multigrade experts, so that the curriculum of single-grade classrooms can be adapted and integrated based on the multigrade curriculum.