Technical Support to Multigrade Program in Philippine Education

(TS MPPE) Project Component 1: Multigrade Program Review

Dear School Principal/School Head/Teacher-in-Charge:

The Department of Education (DepEd), with support from Southeast Asian Ministers of
Education Organization Regional Center for Educational Innovation and Technology
(SEAMEO INNOTECH) and United Nations Children’s Fund (UNICEF), is conducting a
survey for the Technical Support to Multigrade Program in Philippine Education
(MPPE) Project Component 1: Multigrade Program Review.
Part of the Multigrade Program Review is the administration of a survey questionnaire
soliciting feedback from implementers and stakeholders of the MPPE. The data generated
from this survey will be used as inputs to policy formulation, program improvement and
scaling up for adoption in other areas. Rest assured that the survey will not be used in any
way to evaluate personnel performance.
Please complete the questionnaire by either filling out the needed information or by
putting a check mark in appropriate spaces. Note that there are items in which you
may have one or more answers. In such cases, you can check as many options as
applicable. In cases where your answer is different from the given options (“others”),
please specify your answer.

Your responses are very important to DepEd in its efforts to improve the MPPE, so please
read the instructions carefully. All information asked are about the MULTIGRADE
PROGRAM in your school. Please be reminded to answer all items as completely and as
accurately as you can. Please do not leave any item blank. Use additional sheets if
necessary. Attach reports for statistical information already available.
When you have completed the survey form, please return, either by posted mail/courier
delivery service, email or through fax to the following on or before 9 June 2017:

Ms. Yolanda De Las Alas Ms. Rhea Rabin Ms. Emmy Yanga-Domingo
Senior Specialist Project Consultant Project Associate
yolly@seameo-innotech.org rhea@seameo-innotech.org emmy@seameo-innotech.org

Solutions Adaptation Unit

Educational Research and Innovation Office
SEAMEO INNOTECH
Commonwealth Avenue, Diliman, Quezon City
Fax Nos.: 02 926 1554; 02 351 7147
Tel Nos.: 02 924 7681 to 84 loc. 145, 124, 118, 160

Your cooperation in completing this questionnaire is greatly appreciated.

TS-MPPE Project Team

TS-MPPE Survey Questionnaire for Multigrade School page 1

PART 1. SCHOOL BACKGROUND

1.1. Complete Name of School

(official name that is in EBEIS)

1.2. School ID

1.3. Complete Address: (street, barangay,

municipality/city, province)

District:
School Division:
Region:
1.4. Name of School Head
1.5. Contact Number/Mobile
1.6. Email Address
1.7. Official Title/Designation of
School Head at current post (e.g.
Teacher-in-Charge, head teacher, principal,
cluster head)
1.8. Number of Years in the Position
Position Number of Years From Year ___ to Year ___
Cluster Head
Principal
Head Teacher
Teacher-in-Charge
1.9. Educational Background of School Head
⧠ Bachelor Degree ⧠ Masteral Degree ⧠ Doctoral Degree ⧠ Others
_________________
1.10. Age of School Head
⧠ Below 30 ⧠ 31-40 ⧠ 41-50 ⧠ 51-60 ⧠ 60 and above

1.11. Urban/Rural Setting of the School. Check one box only.

 Highly urbanized city area  Rural area

 Municipal or town center  Others (please describe)
 Outside the town center ______________________________________

1.12. Type of community where school is located (Check all that apply.)
 Industrial community  Indigenous community
 Agricultural community  Muslim community
 Fishing community  Resettlement community
 Island community  Mining community
 Upland community  Others (please describe)
____________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 2
1.13. Types of learners accommodated by the school in School Year 2016-2017 (Check
all that apply.)
 Children with disabilities  Children in armed conflict areas
 Chronically-ill children  Disaster-affected children
 Formally assessed “gifted”  Over-aged children
children  Children in far-flung remote areas
 Indigenous peoples  Wasted or malnourished children
 Muslim children  Abused children
 Indigent (4Ps Beneficiaries)  Children in conflict with the law
 Displaced/homeless children  Abandoned children
 Child laborers  Others (please specify)
 Street children _______________________________________

1.14. Language/s (e.g., mother tongue) spoken by pupils in your school. Identify top
three.
 Akeanon  Kinaray-a  Waray
 Bikol (Naga)  Maguindanao  Yakan
 Botolan Sambal  Meranaw  Others (please
 Chavacano  Pangasinan specify)
 Hiligaynon  Sinugbuanong _____________________
 Ibanag Binisaya _____________________
 Ilokano  Surigaonon _____________________
 Ivatan  Tagalog
 Kapampangan  Tausug

1.15. Type of School: For Multigrade Schools and schools with

 Central Multigrade classes, specify grade combinations.
 Non-central (tick all appropriate combinations).
 Complete  K and Grade I  K, Grade I and II
o Pure Multigrade School
o Monograde/Single-grade Class  Grades I and II  Grades I, II, III and IV
School  Grades III and IV  Grades I, II, III, IV and V
o Multigrade School with Single-
grade class/es  Grades V and VI  Grades I, II, III, IV, V and VI
 Incomplete
 Grades I, II and III  Grades II and III
o Pure Multigrade School
o Monograde/Single-grade Class  Grades IV, V and VI  Grades IV and V
School
 Grades II, III and IV  Grades III, IV, and V
o Multigrade School with Single-
grade class/es  Other combination (please specify)
 Integrated (Elementary and High _____________________________________________________________
School levels) _____________________________________________________________
 Annex/Satellite

TS-MPPE Survey Questionnaire for Multigrade School page 3

1.16. Number of Multigrade Teachers

School Year Male Female Total

2012-2013
2013-2014
2014-2015
2015-2016
2016-2017

PART 2. TEACHING-LEARNING RESOURCES AND FACILITIES for Multigrade Pupils

(From SY 2012-2013 to SY 2016-2017)

2.1. Teaching resources available and being used by teachers for multigrade
instruction. In each box (columns 1-5), write if Yes or No or N/A for not applicable or
N/I for No Idea. For column 6, indicate source, e.g., DepEd, NGO, LGU, teacher. If the
materials are available (column 1), kindly provide the needed information for columns 2
to 6.
1 2 3 4 5 6
Available Utilized Adequate1 Complete2 Aligned with Provider
number for Set the Special
all teachers Requirements
of Multigrade
in YOUR
Context (e.g.,
IP, conflict
area, pupils
with special
needs)
Minimum Learning
Competencies-
Multigrade
Budget of Work (BoW)

Multigrade Teach-Learn
Package
Teachers’
Guide/Manual
Session Guides

Lesson Plan

Others (Please specify)

1
Adequacy in terms of having enough number for all students of multigrade classes
2
Complete means that all sets and pages are provided (i.e., if there are three modules, all three sets are
provided) and there are no missing parts.
TS-MPPE Survey Questionnaire for Multigrade School page 4
2.2. Learning resources available and being used by students and teachers for
multigrade instruction. In each box (columns 1-5), write if Yes or No or N/A for not
applicable or N/I for No Idea. For column 7, indicate source, e.g., DepEd, NGO, LGU,
teacher. If the materials are available (column 1), kindly provide the needed information
for columns 2, 3, 4, and 5.
1 2 3 4 5 6 7
Available Available in Utilized Adequate Complete Aligned with Provider
what number Set the Special
language for all Requirements
(please students of Multigrade
specify) in YOUR
Context (e.g.,
IP, conflict
area, pupils
with special
needs)
Visual aids (e.g.,
photographs, posters,
flashcards)
Audio materials (e.g.,
songs, audio books)
Multimedia materials
(e.g., video
presentation/ clips,
video games)
Self-learning materials
(e.g., modules, etc)
Activity
sheets/worksheet
Textbooks

Manipulatives

Multi-level materials

Science kit or
equipment

Others (please specify)

2.2.1. Are there innovative and/or unconventional learning resources that

teacher/s make and utilize for multigrade instruction? ⧠ Yes ⧠ No
2.2.1.1 If yes, please enumerate below:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

TS-MPPE Survey Questionnaire for Multigrade School page 5

 2.2.2. Are there indigenous learning resources (e.g., real objects, indigenous
supplementary materials, community members as resource persons) that teachers
utilize for multigrade instruction? ⧠ Yes ⧠ No
2.2.2.1 If Yes, please enumerate below:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2.3. Challenges related to multigrade teaching-learning resources. (Check all that
apply.)
 No materials provided  Inappropriateness of materials
 Incomplete multigrade materials provided
 Late distribution of materials  Requires access to other inputs
 Insufficient supply of materials not available (e.g., computer
 Lack of supplementary materials facilities, electricity, internet)
 Outdated materials  Incomplete Teacher
 Language of materials is not Guides/manuals
suitable (i.e., in English or not in mother  Others (please specify)
tongue) _____________________________________
 Failure to produce learning _____________________________________
materials _____________________________________

2.4. Learning facilities available and being used by students and teacher/s for
multigrade instruction. In columns 1 and 2, write if Yes or No or N/A for not applicable
or N/I for No Idea. In column 3, indicate source (e.g., DepEd, NGO, LGU, teacher).
1 2 3
Available Utilized Provider

ICT Computer
Internet/ LCD Projector
electronic Mobile devices, (e.g., iPad,
resources etc)
Virtual library
Online educational games
Others (please specify)
Audio/visual equipment (e.g., CD/DVD
player, speaker, etc)
Reading Corner
Learning Corner
Group work tables
Boards (aside from traditional chalkboard)
Movable dividers
Learning Areas (kiosk)
Others (please specify)

TS-MPPE Survey Questionnaire for Multigrade School page 6

2.5. Challenges related to multigrade school facilities. Describe the general state of
facilities provided for multigrade pupils. Put a (√) check under the appropriate
column/s.
Facilities Insufficient Damaged/ Unavailable
dilapidated
1. Classrooms
2. Desks
3. Chairs
4. Electricity
5. Ventilation
6. Lighting
7. Water supply
8. Handwashing areas
9. Common toilets/restrooms
10. Boy’s toilets/restrooms
11. Girl’s toilets/restrooms
12. Teacher’s toilets/restrooms
13. Principal’s toilet/restroom
14. Library
15. Computers
16. Internet
17. Computer room
18. Audio Visual/Media Center
19. Office of the Principal
20. Faculty Room
21. PTA Office
22. Parents’ waiting area
23. Canteen/Cafeteria
24. Medical clinic
25. Bulletin Boards
26. Gymnasium /covered court
27. Stage
28. Multi-purpose hall
29. Orchard/garden area
30. Outdoor space
31. Trash cans
32. Gate / Fence
33. Others (please specify)

PART 3. CURRICULAR AND CO-CURRICULAR ACTIVITIES [in consultation with

teachers] in Multigrade Classes (From SY 2012-2013 to SY 2016-2017)

3.1. Does your school follow the K to 12 curriculum? Please put a check in the
appropriate box.
⧠ Yes (proceed to 3.1.1.) ⧠ No (proceed to 3.1.2.)

TS-MPPE Survey Questionnaire for Multigrade School page 7

 3.1.1. If Yes, are there topics/competencies in the K to 12 curriculum that are NOT
covered per grade level? ⧠ Yes ⧠ No
3.1.1.1. If yes, kindly enumerate those topics/competencies that are not
covered per grade level.
Grade Level Topics that are NOT covered
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6

3.1.2. If No, what curriculum does your school use? Please identify or describe:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3.2. Does the curriculum meet the learning needs of the following types of multigrade
learners in your school? (Check all that apply.)
 Children with disabilitie
 Chronically-ill children
 Formally assessed “gifted”
children
 Indigenous peoples
 Muslim children
 Indigent (4Ps Beneficiaries)
 Displaced/homeless children
 Child laborers
 Street children
 Children in armed conflict areas
 Disaster-affected children
 Over-aged children
 Children in far-flung remote areas
 Wasted or malnourished children
 Abused children
 Children in conflict with the law
 Abandoned children
 Others (please specify)
_________________________________________

3.3. What co-curricular activities are implemented for multigrade pupils? Please
enumerate:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3.3.1. Are the co-curricular activities implemented relevant to the type of
multigrade learners in your school? ⧠ Yes ⧠ No
3.4. Does your school adapt/localize the curriculum to suit multigrade situations?
⧠ Yes ⧠ No

TS-MPPE Survey Questionnaire for Multigrade School page 8

 3.4.1. If Yes, describe how.
________________________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________________________________
3.4.2. If No, explain why not.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3.5. Are the textbooks provided to the school appropriate for multigrade classes?
⧠ Yes ⧠ No

3.5.1. If No, why not?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3.6. Challenges related to curriculum implementation in a multigrade setting (Check
all that apply.)
 Difficulty in class programming/  Time allotment differences
scheduling under K to 12 (Grades 3 & 4)
 Difficulty in reconciling/aligning  Incomplete Teacher
competencies Guides/manuals
 Different languages or medium of  Others (please specify)
instruction/learning _________________________________________
 Differences in curriculum _________________________________________

PART 4. CLASSROOM ORGANIZATION in Multigrade Classes [in consultation with

teachers] (From SY 2012-2013 to SY 2016-2017)

4.1. Does your school follow a particular floor plan or classroom layout (i.e., physical
space/set-up) in arranging multigrade classrooms? ⧠ Yes ⧠ No
4.1.1. If Yes, what floor plan is most effective for a multigrade class? Please describe
below or attach an additional sheet with a sketch of the floor plan.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

TS-MPPE Survey Questionnaire for Multigrade School page 9

4.2. Time Allotment per Learning Area in SY 2016-2017. Please write the timetable
per multigrade class below or attach the timetable if already available.

Grade Levels Day Time Subject

4.3. Challenges teachers face in managing multigrade classrooms and/or organizing

students (Check all that apply.)
 Lack of training in multigrade classroom management
 Negative attitude/perception of teachers
 Classroom management style not suitable for multigrade setting
 Negative attitude and behavior of students
 Poor teacher-student relationship
 Low student attendance/participation
 Lack of space/facilities to execute grouping
 Poor learning environment not suitable for multigrade setting
 Others (please specify) ___________________________________________________________________

TS-MPPE Survey Questionnaire for Multigrade School page 10

4.4. Multigrade organizational/grouping approaches/ strategies. Check if they are
utilized by teachers and specify the subject and time allotment. Please refer to the brief
description of each approach/strategy if the term is not familiar to you.

Multigrade Approaches/Strategies Utilized by List Time

Teachers Subjects Spent
(check if yes) used
Subject staggering (Subjects are staggered on a timetable. Groups learn
different subjects at the same period (e.g., in a multigrade of three grade
levels, Group 1 and 2 work independently on Arts while Group 3 is being
taught by the teacher in English.)
Common timetable (Students of various grade levels learn the same subject
at the same time with different work program (e.g., for the first period, the
combined class learn Science, then for the next period, they all learn
Mathematics.)
Subject integration (Subjects that can be integrated, (e.g., Filipino and
Araling Panlipunan/Edukasyon sa Pagpapakatao or English and Science, are
presented by the teachers at the same time to all grade levels.)
Subject grouping (All grade levels are taught the same subject for the whole
period (e.g., subjects can be grouped based on the medium of instruction such
that all students learn subjects that use Filipino or Mother Tongue on
Mondays, Wednesdays and Fridays and they learn subjects in English the rest
of the days.)
Integrated day (With no fixed timetable, pupils work independently with the
freedom to choose what subject to study and when.)
Spiral curriculum (Students of two or more grades are taught together
through curriculum alignment and themes/integrated curriculum for topics
and desired learning outcomes that overlap (e.g., lower class given the simple
topic while the other higher class, the higher and more complex topic.)
Curriculum rotation (Students of different grades learn together the
required topic in different order, such that one lower grade topic is learned
this year, then the higher grade topic is learned the next year.)
Parallel curriculum (Students share the same themes or subjects but study
the syllabus for their grade, with each grade taught in turn.)
Within-grade grouping (Students of the same achievement, ability, interest,
etc. are grouped to work on an activity.)
Cross-grade grouping (Students of same or different level of ability are
grouped together, with the grouping changing from subject to subject, and
activity to activity, depending on the purpose of the teacher.)
Peer tutoring (Student teach another student, formally or informally.)
Others (please specify)

Sources: The Multigrade Training Resource Package (DepEd, 2008) and Teaching the World’s Children: Theory and
Practice in Mixed-Grade Classes (Cornish, 2009)

PART 5. INSTRUCTIONAL PRACTICES in Multigrade Classes [in consultation with

teachers] (From SY 2012-2013 to SY 2016-2017)

5.1. Did the teachers receive relevant training on multigrade teaching? ⧠ Yes ⧠ No

TS-MPPE Survey Questionnaire for Multigrade School page 11

5.1.1. If Yes, check the training program/s provided for the teachers on multigrade
instruction in the first column of the table below, then list competencies learned
(e.g., differentiated instruction, grouping strategies, developing learning resources)
and rate the usefulness.
Training Program Training Competency/ies Learned Usefulness of
(please check if provided) Provider or (e.g., differentiated instruction, Training to MG
Organized grouping strategies, developing teachers (Write
learning resources) 1 if Very Useful,
by
(please specify) 2 if Useful, & 3 if
less useful
 Teacher Induction Program
specifically for multigrade
teachers
 Learning Action Cell
sessions focused on
multigrade instruction
 Summer Training Program
for Multigrade Teachers
 National Training of
Trainors on Differentiated
Instruction
 National Training on
Multigrade Instruction for
K to 3
Division- Curriculum
wide Pedagogy
Multigrade Assessment
Training Instructional
Materials
Classroom
Management
Others
Region-wide Curriculum
Multigrade Pedagogy
Training Assessment
Instructional
Materials
Classroom
Management
Others
Nationwide Curriculum
Multigrade Pedagogy
Training Assessment
Instructional
Materials
Classroom
Management
Others
Others
(please
specify)

TS-MPPE Survey Questionnaire for Multigrade School page 12

 5.2. Do teachers adapt or modify their teaching strategies to suit the learning
needs of the students in a multigrade class? ⧠ Yes ⧠ No

5.2.1. If Yes, how does the school head monitor the adaptation? Please
explain.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

5.3. Are the teachers familiar with DepEd’s Budget of Work3 (BoW)? ⧠ Yes ⧠ No
5.3.1. If Yes, are the teachers using BoW?
⧠ Yes (proceed to question 5.3.1.1.) ⧠ No (proceed to question 5.3.1.2)
5.3.1.1. If Yes, how helpful is it?
 Very helpful
 Helpful
 Not very helpful
 Not helpful at all

5.3.1.2. If No, give reason/s below.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5.3.1.2.1. If the teachers are not using BoW, what alternative is

being used? Please specify or describe.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5.3.1.3. Do multigrade teachers experience challenges in using BoW?
⧠ Yes ⧠ None
5.3.1.3.1. If yes, please specify.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Based On DepEd Order 78, s. 1993, Budget of Work “consists of objectives in the MLC-MG realigned or clustered
To assists the teachers in the preparation of their daily plans.”
TS-MPPE Survey Questionnaire for Multigrade School page 13
5.4. Teaching strategies commonly implemented in multigrade classrooms
Teaching Strategies Implemented in Subject/s wherein it work/s
MG Classrooms? (list as many)
(check if yes)
Cooperative Group Learning

Debate

Demonstration/Modeling

Discovery/Inquiry-based

Field trip

Hands-on/Learn by doing

Homework

Lecture

Journal writing

Peer tutoring

Project-based

Self-directed Learning

Simulation/Role-play

Others (please specify)

5.5. Instructional grouping strategies commonly implemented by multigrade teachers

Teaching Strategies Implemented in Subject/s wherein it works
MG Classrooms? (list as many)
(check if yes)
Similar ability groups (not
necessarily grade groups)

Mixed ability groups

Interest groups

Friendship groups

Peer groups (age or grade)

Source: DepEd’s The Multigrade Training Resource Package

TS-MPPE Survey Questionnaire for Multigrade School page 14

5.6. Challenges related to multigrade instruction (Check all that apply.)
 Teachers’ lack of training  Difficulty in using different
 Unsuitable teaching styles of program options (such as those in
teacher item 5.4.)
 Poor teacher-pupil interaction  Inappropriateness of
 Large class size strategies/approaches
 Lack of learning resources  Different languages of
 Poor learning environment instruction/learning
 Unfamiliarity/Difficulty in  Difficulty in bridging first language
complying with the Daily Lesson (L1) to second language (L2) to third
Log (DLL) issuance language (L3)
 Managing instructional time  Addressing diverse learning needs
 Maintaining student interest/  Others (please specify)
motivation ____________________
5.7. Major factors that in your observation significantly contribute to the academic
performance of multigrade learners in your school (Check all that apply.)
 Teacher-student relationship  Self-esteem of students
 Interaction among students  Learning ability of students
 Class participation  Intrinsic motivation of students to
 Instructional delivery learn
 Learning environment  Parental support
 Study habits  Others (please specify)
 Health and nutrition status of _______________________________________________
students _______________________________________________

PART 6. ASSESSMENT METHODS/PRACTICES in Multigrade Classes [in consultation

with teachers] (From SY 2012-2013 to SY 2016-2017)

6.1. Types of traditional assessment being utilized by multigrade teachers (Check all
that apply.)
 Quiz (written)  Long tests
 Quiz (oral)/recitation  Standardized tests
 Worksheets/seatworks  Others (please specify)
 Assignments _______________________________________
 Projects _______________________________________
 Essay
6.2. Do multigrade teachers employ non-traditional (alternative) assessment?
⧠ Yes ⧠ No

TS-MPPE Survey Questionnaire for Multigrade School page 15

 6.2.1. If Yes, check all non-traditional assessment/s implemented in multigrade
classes.
 Anecdotal records  Student-teacher conference
 Observation checklist  Analysis of student’s output
 Actual performance/  Student journal/reflection log
demonstration  Group reflection activities
 Portfolio Assessment  Self-evaluation
 Peer Assessment  Teacher-student interview
 Team Assessment  Others (please specify)
 Teacher observation ___________________________________________
 Teacher checklist _________________________________________

6.3. Uses of assessment results in relation to item 6.2.1. Check all that apply in the first
column. In the second column, indicate how often the checked assessment is being
implemented/used by writing the number 1 for Always, 2 for Sometimes, and 3 for Not yet.

Results of Assessment of Multigrade Classes are used to: Frequency of Use

(check all that apply) (indicate number)
 Identify strengths and weakness of students as an input to
modifying and differentiating teaching and learning activities.
 Identify what was learned by students or the learning
progress of students.
 Provide feedback to teachers regarding appropriate
instructional steps/strategies and learning materials to use.
 Measure what a student has achieved in relation to the
target learning outcomes.
 Determine readiness of learners to move to the next
competency level.
 Give feedback to students on their thought processes or how
they learn.
 Report the learning outcomes to parents and other
stakeholders.
 Measure the effectiveness of the pedagogy (teaching
methods).
 Provide input to the review/evaluation of multigrade
education program for continuous improvement.
 Provide inputs to internal and external quality assurance of
multigrade schools.
 Others (please specify)
____________________________________________________

TS-MPPE Survey Questionnaire for Multigrade School page 16

6.4. Challenges related to multigrade assessment (Check all that apply.)
 Lack of teacher capacity in developing and using different assessment tools
 Difficulty in ensuring the reliability and validity of assessment
 Inappropriateness of assessment methods
 Misconception about assessment (use for grading purposes only)
 Not enough resources to support assessment implementation
 Lack of/limited use of assessment results to inform future instructional planning
and addressing learning gaps/remediation needs
 Others (please specify)
________________________________________________________________________________________________

PART 7. INSTRUCTIONAL LEADERSHIP PRACTICES (From SY 2012-2013 to SY 2016-2017)

7.1. Funds provided to the school for multigrade

Type of Funds Amount provided for the Are these funds received on
School Year 2016-2017 time? (Write Yes or No)
MOOE
Special Education Fund from Local
Government Unit/Local School Board
Funds from PTA
Funds from Private Sector
Funds from other donors, e.g., NGOs
Others (please specify)

7.2. Do you, as school head, generate external/stakeholder’ support for your school
improvement? ⧠ Yes ⧠ No
7.2.1. If Yes, please identify the stakeholder/s which provide support to your school.
(Check all that apply.)
 Parents
 Community
 Local Government (please check the LGU Level)
o Barangay
o City/Municipal government
o Provincial government
 Private corporations/industries/organizations
 Private individual/group
 Alumni Association
 Non-government organization
 International development partners (e.g., UNICEF, UN, USAID, DFAT, JICA)
 Others (please specify)
_______________________________________________________________________________________

TS-MPPE Survey Questionnaire for Multigrade School page 17

 7.2.2. If Yes, how much contribution from external sources were you able to use in
the last school year 2016-2017? (If the school receive non-cash support, please
provide an estimate of the monetary amount of support received.)
Check the Range of Total Cash plus List all Support Received in Kind
Monetary Equivalent of Support (e.g., books, food for the feeding program,
Received chairs, school supplies, computers, etc)
 Below PhP 999
 PhP 1,000-9,999
 PhP 10,000-49,999
 PhP 50,000-99,999
 above PhP100,000

7.2.3. In what aspect/s of the multigrade school improvement plan (SIP) is/are the
support being used for? (Check all that apply.)
 Infrastructure (e.g., classroom construction/repair)
 Schools furniture (e.g., chairs, tables, chalkboards)
 School facilities (e.g., computer laboratory, science lab, gymnasium)
 ICT equipment (e.g., computers, printer, internet connection)
 Learning materials (e.g., books, educational video)
 Teacher training
 Others (please specify)
________________________________________________________________________________________

7.3. Instructional supervision and support provided by school head to multigrade

teachers (Check all that apply.)
 Regular classroom observation
 Clinical supervision session
 Checking of Budget of
Work/lesson plan
 Regular meetings/conference
with teachers
 Learning Action Cell sessions
 Mentoring
 Regular teacher performance
evaluation
 Others (please specify)
____________________________________
____________________________________
____________________________________

7.4. Do you have a monitoring and evaluation system for multigrade instruction?

⧠ Yes ⧠ No
7.4.1. If Yes, how often?
 Daily  Quarterly
 Weekly  Yearly
 Monthly  Others (please specify)
___________________
TS-MPPE Survey Questionnaire for Multigrade School page 18
 7.4.1.1. If Yes, what monitoring tools do you use? (Check all that apply.)
 Observation Guide
 Checklist
 Others (please specify)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

7.4.2. If No, what prevents you from having one?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
7.5. As school administrator, did you receive any form of training on how to supervise,
monitor and evaluate multigrade schools? ⧠ Yes ⧠ No
7.5.1. If Yes, please list the trainings received, dates, and providers in the table
below.
Title of Training Date/s Training Total Training Provider
Number of (e.g., DepEd Central
Training Office, Regional Office,
Division Office, NGO,
Hours private organization)

7.6. Is the multigrade program in your school regularly supervised and monitored by
DepEd? ⧠ Yes ⧠ No

TS-MPPE Survey Questionnaire for Multigrade School page 19

7.6.1. If Yes, who monitors and how often is the monitoring conducted? Please
check appropriate box
Who Monitors Weekly Monthly Quarterly Twice a Yearly Others
Year (specify)
District Supervisor

Division Supervisor

Schools Division
Superintendent/
Assistant Schools
Division Superintendent
Regional Office
Personnel
Central Office Personnel

Others (please specify)

7.6.2. Uses of multigrade program monitoring results (Check all that apply.)
 Feedback for instructional improvement by teachers
 Basis for school improvement planning
 For follow-up/evaluation of training programs conducted
 Basis for programming/planning at the Division Office
 Basis for programming/planning at the Regional Office
 Basis for programming/planning at the Central Office
 Input to policy formulation
 Others (please specify)
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________

TS-MPPE Survey Questionnaire for Multigrade School page 20

7.7. Challenges related to multigrade school leadership/ supervision/ monitoring
(Check all that apply.)
 Irregular supervision and monitoring
 Absence of monitoring tools
 Monitoring tools are available but difficult to use
 Head teacher has difficulty in monitoring and supervising fellow teachers/peers
 Limited orientation/training on multigrade leadership/supervision
 Limited resources to conduct supervision and monitoring
 Engaging stakeholders with negative attitude towards multigrade instruction
 Inadequate technical support received from DepEd
 Non-adherence to policies and guidelines on multigrade program (e.g., DepEd Order
96, s. 1997 [Policies and Guidelines in the Organization and Operation of Multigrade (MG) Classes],
Regional and Division Guidelines)
 Poor teacher welfare program in multigrade setting
 Teachers are burdened with dual tasks as teachers and school leaders/school heads
 Geographic remoteness of school as barrier to regular monitoring and supervision
 Others (please specify)
____________________________________________________________________________

PART 8. PARENTAL AND COMMUNITY SUPPORT for the School (From SY 2012-2013 to SY
2016-2017)

8.1. What percentage of parents actively support the school? (Check only one.)
 25 percent and below  51 to 75 percent
 26 to 50 percent  76 to 100 percent

8.1.1. Kinds of support parents provide for the school. (Check all that apply.)
 Knowledge sharing/instructional assistance (e.g., serve as teacher
aid/resource person)
 Administrative assistance (e.g., serve as clerk, treasurer)
 Provision of needed learning resources
 Assistance in fund raising
 Free labor assistance (e.g., security, maintenance, repair, cafeteria
management)
 Others (please specify)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

TS-MPPE Survey Questionnaire for Multigrade School page 21

8.2. Does the school receive support from the community, particularly the Barangay or
other community-based organizations/civic society organizations? ⧠ Yes ⧠ No
8.2.1. Kinds of support that the community provides for your school (Check all
that apply.)
 Knowledge sharing/instructional assistance (e.g., serve as teacher
aid/resource person)
 Administrative assistance (e.g., serve as clerk, treasurer)
 Provision of needed learning resources
 Assistance in fund raising
 Free labor assistance (e.g., security, maintenance, repair, cafeteria
management)
 Others (please specify)
____________________________________________________________________________________

8.3. Does the school have a School Governing Council? ⧠ Yes ⧠ No

8.3.1. If Yes, how often does it meet?
 Weekly  Twice a year
 Monthly  Yearly
 Quarterly  Others (please specify) _____________

8.3.2. What support does the School Governing Council give to your multigrade
school? Please specify below.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

8.4. Does the school have a Parent-Teacher Association? ⧠ Yes ⧠ No

8.4.1. If Yes, how often does it meet?
 Weekly
 Monthly
 Quarterly
 Twice a year
 Yearly
 Others (specify) ___________________

TS-MPPE Survey Questionnaire for Multigrade School page 22

 8.4.2. What support does the Parent-Teacher Association give to the
multigrade school? Please specify below.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

8.5. Challenges in engaging the participation and generating support of parents and
community in a multigrade context (Check all that apply.)
 Lack of time of parents and members of the community
 Lack of knowledge about the multigrade program
 Negative attitude towards multigrade education
 Lack of interest of parents in school operations
 Poor condition of the community
 Low level of literacy skills of parents as a barrier to engagement
 Small size of the community/parent population
 Low attendance during parent-teacher meetings
 School Governing Council not active or fully functioning
 Poor school-community relationship
 Others (please pecify)________________________________________________________________

8.6. What are your strategies in engaging the community to participate in school
activities? (Check all that apply.)

 Engaging community stakeholders in school governance (e.g., defining the

organizational structure, and roles and responsibilities of stakeholders, joint
development planning, monitoring, assessment; developing performance
accountability system and instructional materials, and continuous
improvement).
 Capacity-building of community leaders and stakeholders to develop and
strengthen their competencies in school governance/school-based
management.
 Collaborative resource-accessing and mobilization (e.g., fund-raising
events, volunteer-based initiatives/bayanihan projects).
 School Program Advocacies and Promotion (e.g., through Parent, Teacher
and Community Association (PTCA) assembly, book fairs, reading
corners/information booths, caravans, parades and town hall/trade fairs,
home visits, etc.).
 Annual Family Celebrations (e.g., Family Day, Family Retreat/Recollection)
 Institutionalize Card Day (e.g., periodic distribution of student’s report
card)
 Promotion of School Health Programs (e.g., feeding program, school
canteen, sports fest, gulayan sa paaralan, sports fests, Zumba sessions)
 Creating a leadership network (e.g., cluster system with community
membership) that allows easy exchange and access to information sources by
community stakeholders.
 Establishment of a Speakers’ Bureau (e.g., inviting parents to share their
expertise on special topics: academic or non-academic)
 Others, please specify:______________________________________________________________
TS-MPPE Survey Questionnaire for Multigrade School page 23
 PART 9. Incentives/Support Received by Multigrade Teachers

9.1. Incentives/Support Received by Multigrade Teachers.

Specific Incentives/support Received by If received, how much Source of Funds e.g.,
Teachers per year? (indicate DepEd National,
(check if yes) amount of Regional, Division,
incentive/support LGU, others
received) (please specify)
Special hardship allowance
In kind, food (e.g., rice) allowance
Housing /accommodation
Communication allowance
Transportation allowance
Uniform allowance
DepEd Cost of Living Allowance
(COLA)
Chalk allowance
Other Incentives (please specify)

PART 10. AREAS FOR IMPROVEMENT AND RECOMMENDATIONS

10.1. Name Top Five areas for improvement of multigrade education program.
Priority Areas for Improvement of Multigrade Reasons for Prioritization
Education
1.

2.

3.

4.

5.

NOTE: Please check if all items have been completed.

Accomplished by
_____________________________________
(Name over signature)
Contact Number ___________________________________
Email________________________________________________

Reviewed/Approved by

_______________________________________
(Name over signature)

TS-MPPE Survey Questionnaire for Multigrade School page 24