Satisfaction and Academic Performance of Multigrade Pupils

Abstract

Aims: The study assessed the satisfaction of multigrade pupils by considering teacher, student, and learning environment factors. Study Design:  This research used a descriptive-correlational quantitative design. Place and Duration of Study: This research was conducted in an elementary school in Ozamiz City, Misamis Occidental, Philippines, during the School Year, 2023-2024. Methodology: A descriptive-correlational quantitative design was employed to assess the level of satisfaction among multigrade pupils. This study involved 31 Grade 3 and 4 students in a multigrade class enrolled for the academic year 2023-2024. The study used a researcher-made survey questionnaire to gather data. The mean, weighted mean, and Spearman’s rho were used to treat the gathered data. Results: The results showed that the multigrade pupils were very satisfied with the teaching-learning process in terms of the teacher factor (3.42), student factor (3.33), and the learning environment factor (3.59). The academic performance of multigrade pupils was found to be satisfactory, meeting expectations as set by the Department of Education's grading system. Despite high satisfaction levels, the correlation analysis using Spearman's rho showed no significant relationship between the pupils' satisfaction level in the teaching-learning process and their academic performance. Conclusion: The high level of satisfaction of multigrade pupils in the teaching-learning process, in terms of teacher, student, and learning environment factors, was not a guarantee of creating an impact on their academic performance. The academic performance was very satisfactory, even if pupils were very satisfied with the teaching-learning process in the multigrade class. Therefore, further research is necessary to identify additional factors that impact the academic performance of pupils.