P.R.I.D.E
The University of the South Pacific





GOVERNMENT OF SAMOA
Ministry of Education, Sports and Culture

CASE STUDY
Effectiveness of Multi-grade teaching in Samoa 2008





CONTENTS

Page

List of contents
ii
List of Tables and Figures
iii
Preface and Acknowledgement
iv
Executive summary
v

PART A


Background
1-2
Multi-grade servicing and reforms
3-5
More lessons learnt and modification
6-7
The support of the new strategic policies
8-9
Short Term Plan - In-service training for teachers
9-14
Medium and long term plans
15-16

PART B

The Survey on Effectiveness of Multi-grade Teaching in Samoa, 2008
17-21
1. Characteristics of Multi-grade Teachers in Samoa
22-23
2. Effectiveness of the 2007 Multi-grade Training
24-28
3. Effectiveness of the Multi-grade syllabuses
29-31
4. Effectiveness of the Multi-grade timetables
32-41
5. Teachers perceptions and attitudes towards Multi-grade teaching
42-49
6. Survey Recommendations
50-50



ii

List of Tables
Table 1
In-service trainings provided

Table 2
Action plan with regards to planning

Table 3
Training outcomes, outputs, activities and inputs

Table 4
Structure of the multi-grade teaching training

Table 5
Multi-grade (MG) teachers by School districts, 2008
Table 6
Combination of MG classes by School districts, 2008
Table 7
MG classes by the total number of pupils, 2008
Table 8
MGT (MGT) training attendance in 2007 and School district, 2008
Table 9
Lessons learnt based on the 2007 MGT training, 2008
Table 10
MG teachers using the MG syllabuses by School districts, 2008
Table 11
MG syllabus users by the number of pupils in MG classes, 2008
Table 12
Advantage one of MG syllabuses by MG classes, 2008
Table 13
Advantage one of MG syllabus by School districts, 2008
Table 14
Use of MG Timetable by School districts, 2008
Table 15
MG teachers by Advantages of MG Timetables, 2008
Table 16
Advantages of MG timetabling by number of MG classes, 2008
Table 17
Advantages of MG timetabling by School districts, 2008
Table 18
MG timetable by disadvantages, 2008
Table 19
Disadvantages of MG timetable by School districts, 2008
Table 20
MG teachers recommendations for MG timetables, 2008
Table 21
List of 15 Issues on Perceptions and Attitudes towards MG Teaching in
Samoa

List of Figures
Figure i
Training Evaluations of Multi-grade Teaching (MGT), 2007
Figure ii
Proportion of Multi-grade (MG) teachers by School districts, 2008
Figure iii
Proportion and type of MG classes in Samoa, 2008
Figure iv
Proportion of MG teachers by number of MG pupils, 2008
Figure v
Proportion of MG teachers attending the 2007 MG training, 2008
Figure vi
Access to MG syllabuses, 2008
Figure vii
Proportion of MG teachers using the MG syllabuses, 2008
Figure viii
Proportion of MG syllabus users by number of pupils in MG classes, 2008
Figure ix
Advantage one of the MG syllabuses, 2008
Figure x
Advantage two of MG syllabuses, 2008
Figure xi
Advantage one of MG syllabuses by MG classes, 2008
Figure xii
Advantage one of MG syllabuses by School districts, 2008
Figure xiii
Advantage one of MG syllabuses by number of pupils in MG classes, 2008
Figure xiv
Disadvantages of MG syllabuses, 2008
Figure xv
Disadvantages of MG syllabuses by number of MG classes, 2008
Figure xvi
Teachers recommendations to improve MG syllabuses, 2008
Figure xvii
Teachers recommendations for MG syllabuses by School districts, 2008
Figure xviii
Use of MG Timetable, 2008
Figure xix
Not all time timetable users by reasons, 2008
Figure xx
Proportions not using the MG timetable, 2008
Figure xxi
Advantages of MG timetable, 2008
Figure xxii
Proportion of MG Teachers by type of perceptions & attitudes on MG
teaching, 2008

iii

Preface and Acknowledgement

Multi-grade teaching is not a new phenomenon. It has been a feature of education in both
developed and developing countries and Samoa is among this group. The implementation
of multi-grade teaching training for all Government primary schools in Samoa is one of the
on-going in-service training programs with a focus on upgrading teachers’ skills on multi-
grade teaching.

This Case Study provides a contextual background on how and why multi-grade teaching
emerged in the country as an alternative mode of education delivery. A historical overview
provides the status of multi-grade teaching prior to the introduction of the Commonwealth
Secretariat module in 2006 and the lessons learned from the initial phase.

It also links to the strategic plans of the Ministry of Education, Sports and Culture namely
the Education Policies and Strategies (1995-2005) and the Strategic Policies and Plan (July
2006-June 2015) (SPP). This multi-grade teaching project addresses one strategy in the SPP
for quality of teaching services.

I appreciate and acknowledge the invaluable contribution provided by the Commonwealth
Secretariat for the technical and financial support in providing the Resource Materials for Multi-
Grade Teaching
which assisted our Team to conduct the training of teachers. I also
acknowledge the Pacific Regional Initiative for the Delivery of Basic Education (PRIDE) for
the financial support that enabled the Ministry to produce resource materials, organize and
conduct the training of all its primary teachers and fund the evaluation survey.

I am grateful for the contribution provided by Malaefono Tauā Faafeū, Assistant Chief
Executive Officer of the Samoa Bureau of Statistics for conducting and analyzing the survey
which reflected the impact of the multi-grade teaching training. The recommendations and
issues raised by this study envisage feed-forward and assistance to improve teaching and
learning processes.

I acknowledge with many thanks the great work and the dedication of my staff in the
organization and implementation of the multi-grade teaching programs. A special thank you
to Malama Taaloga Faasalaina - Principal Education Officer Teacher Development for the
overall co-ordination of this study, and, particularly his contribution as a Team writer in this
important report.




Tautāpilimai Levaopolo Tupae Esera
CHIEF EXECUTIVE OFFICER
MINISTRY OF EDUCATION, SPORTS AND CULTURE



iv


Executive Summary
The Multi-grade Teaching Resource Materials produced and developed by the
Commonwealth Secretariat and adapted for Samoa have provided an answer to one of the
strategic teaching and learning development needs identified in the Ministry of Education,
Sports and Culture’s current Strategic Policies and Plan (SPP). Multi-grade syllabuses on
English, Samoan, Mathematics, Science and Social Science were developed for any grade
combination from Years 1 to 8. The primary teachers were all trained on how to adapt the
existing curriculum to produce multi-grade syllabuses. Multi-grade timetables were also
developed to implement the syllabuses.

Multi-grade teaching approaches were introduced and incorporated into our system in the
mid-1990s. Various in-service training programs had been launched to improve the quality
of teaching and learning in rural areas and schools facing teacher shortages. A Technical
Assistant, Murray Lake, carried out a survey in 2002 on quality teaching and learning in
primary schools. One of his recommendations was to develop more resources to support
those teachers teaching more than 2 classes. The SPP 2006 -2015 includes training in multi-
grade teaching as a strategy to improve teacher training standards and ensure teacher quality.

An Action Plan was developed for the Short Term and it focuses on in-service training for
primary teachers. The Mid-Term Plan targets the principals to conduct and facilitate
professional development within their schools. The Long-Term Plan is for pre-service
training to address this need for multi-grade teaching skills, as well as the needs of new
curriculum developments in the school system. The teacher training institution, currently
the Faculty of Education of the National University of Samoa, has to take these into
consideration.

This study has two parts, Part A consisting of the historical overview and the status of multi-
grade teaching prior to the introduction of the three Modules discussed in the training
prepared and written by Malama Taaloga Faasalaina.

Part B which was written and put together by Malaefono Tauā Faafeū is the case study
illustrating the impact of the training as mentioned above. It also provides recommendations
and identifies the support required by multi-grade teachers.

The implementation of the Short-term plan was fully supported financially by Pacific Region
Initiative for Delivery of basic Education (PRIDE). The production of resource materials
and support for Facilitators and Trainers were all made possible by the funds from PRIDE.


v

PART A

Background of Multi-grade Training in the Samoa Ministry of Education, Sports and
Culture and the Commonwealth Secretariat


Most Commonwealth developing countries are increasingly confronted with a shortage of
teachers as they move to meet Education For All and Education Millennium Development
Goals. Teacher shortages affect education systems in two main ways: firstly, the capacity to
provide well trained and qualified teachers, and secondly to provide sufficient numbers to
assure the attainment of the defined pupil-teacher ratios according to national standards.
The provision and deployment of teachers is often a problem in small schools located in
remote sparsely populated areas.

The Commonwealth Secretariat multi-grade teaching module was first introduced in 2006 in
Fiji for five Commonwealth Pacific countries (Kiribati, Fiji Islands, Tonga, Vanuatu and
Samoa). In 2007, a second training workshop convened by the Commonwealth Secretariat in
collaboration with the Samoan
Ministry of Education, Sports
and Culture (MESC). The
workshop brought together the
original group of country teams
with the addition of Papua New
Guinea, to review the progress
made with the multi-grade
teaching program at country
level and also to address specific
challenges related to the multi-grade curriculum changes, timetabling and training of teachers
on multi-grade techniques.

The first workshop resulted in participants from the five Commonwealth Pacific countries
developing country based action plans. Once endorsed by respective ministries of
education, the action plans would guide multi-grade teaching interventions at national level.
The progress reports presented by the country teams in Samoa provided clear evidence that

1

the Secretariat’s decision to prioritise multi-grade teaching to support achievement of
universal primary education in the Pacific was a relevant strategy within the Pacific.

The second workshop gave the participants the
opportunity to learn from the progress made by
Samoa in implementing multi-grade teaching in
various schools. Samoa outlined the following
specific steps that it had implemented;
• Adopting the Education Strategic
Policies and Plan for the period July
2006 – June 2015, to incorporate multi-
grade teaching as a strategy to improve teacher training standards and ensure teacher
quality.
• Conducting a comprehensive needs analysis to support the definition of key
interventions in the area of multi-grade teaching.
• Training of 141 trainers from all government primary school to carry out the training
of 781 primary teachers.
• Printing copies of multi-grade teaching modules to support the training of teachers.
• Developing multi-grade syllabuses for English, Samoan, Mathematics, Science and
Social Science for primary education (year 1-8). These templates were distributed to
all primary teachers during the training.
• Developing and implementing a timetable for multi-grade classes.

The workshop participants also had the opportunity to view Samoa’s achievements during
school visits and observations in multi-grade classes. The school visits confirmed the
implementation of multi-grade teaching pedagogy at school level and participants observed a
practical school based teacher training session attended by 45 teachers

Samoa’s case indicates how multi-grade teaching can be implemented. Most small states of
the Commonwealth face similar challenges imposed by geographic and economic conditions.
They are also confronted with similar challenges in terms of the organization and delivery of

2

education. It is under these circumstances that multi-grade teaching becomes particularly
relevant.

Multi-grade teaching in Samoa

Multi-grade servicing and reforms within the Samoa Education Policies and
Strategies 1995 – 2005


The issues and constraints of multi-grade teaching in Samoa are also experienced by other
Pacific Island countries and some developed countries. Samoa has been facing the problem
of an insufficient supply of primary teachers for a number of years. Remoteness or isolation
of some schools is not the only issue. The roads infrastructure around the islands has
improved and about 96.5 percent of the schools are built near the main roads. Figure 1
illustrates the locations of all the rural schools on the islands of Samoa. The allocation of
teachers according to a teacher/student ratio makes it inevitable for very small schools to
have multi-grade classes.

A report on primary teachers In-Service Training in 2002 by Murray Lake under the
Education Sector Project I (ESPI), discussed issues concerning challenges and opportunities
that teachers of multi-grade classes face. Many of those challenges still exist. There are
special instructional skills and approaches required by these teachers. Teachers who are
unprepared for such classrooms are unlikely to successfully meet these challenges and they
are poorly placed to capitalize on the opportunities. These are latent opportunities only and
it requires the teacher to
adopt alternative
strategies and practices
appropriate to the
classroom structure.
Samoan educational
policy strongly supports
the view that the
classroom teacher is the
key to effective learning
and that the quality of teaching plays a critical role in student achievement.

3


Promulgation of national quality education strategic policies and sophisticated aids are significant, in the final
analysis, no diagnosis of an education system;
can bypass the heart of the system as the teacher….
Delivery systems are important, support system are vital, national policies often have major impact. Yet in the
final analysis somebody has to make the actual system work. In the overwhelming majority of cases, that

somebody is the local teacher. Thus the teacher can properly be viewed as the key to the quality of education.
(Murray Lake, 2002)

The Samoa Education Policies and Strategies 1995-2005 recognised that the overall teacher-
student ratio of 1:27 conceals extremes as low as 1:10 and as high as 1:70 in primary schools.

The Education Sector Project (ESP I, 2002) reported that eighty eight of the 141
government primary schools (62 percent) had one or more multi-grade class. It stated that
there was an increasing awareness that these class structures, and in particular small schools
in which they most frequently occur, can indeed provide a quality education if teachers are
well equipped with the required skills.

The Education Policies and Strategies 1995-2005 for renewed primary structures were set
based on a teacher-student ratio of:
• 1:30 for single-grade classes (maximum 40)
• 1:25 for dual-grade classes (maximum 30); and
• 1:20 for multiple-grade classes (maximum 25)

The changes such as instructional processes were incorporated into the manuals most
commonly referred to as Schemes. In-Service training for primary teachers were conducted
as a coherent and structured sequence of activities derived from the identified needs of
educational personnel and designed to meet teachers’ needs. The Education Policies and
Strategies 1995-2005 emphasised improvement of methods of delivery and strengthening
literacy and numeracy skills; provisions made for regular reviewing of curricula scope and
sequence across all subject areas; and instructional times for each subject, at each level of
primary schooling to be established and monitored.


4

Figure 1: Primary, Secondary schools are built on the coastal sides of the islands.


GOVERNMENT SCHOOLS LOCATIONS ON THE
ISLANDS OF SAMOA










Lessons learnt and modifications in the current nine year strategic policies and plan
(2006 – 2015)

In 2007, 64 percent of Government primary schools had multi-grade classes.. The
movement of teachers away from the teaching profession can not be avoided. The
implementation of the compulsory education legislation is one other factor which increases
the teacher/student ratio. It appears that multi-grade teaching will continue to be a feature of
education in Samoa. It is therefore critical that teachers have the skills to be effective and
confident multi-grade teachers.
The MESC Strategic Policies and Plan, July 2006-June 2015 identifies specific problems
which hinder the teachers’ performance as well as the children’s learning progress.
• With the implementation of the approved teacher-student ratio of 1 teacher per 30
students in Government primary schools, it is inevitable that the small schools will
have teachers with multi-grade classes.
• The number of new entrants continues to increase and there has been an
improvement in retention rates. This has not been matched by a corresponding
increase in teacher numbers in primary schools
• There is still a general lack of creativity in the teaching approaches. Most teachers
still dominate the teaching and learning process while students’ various learning
styles are not well catered for.
• High rate of primary teacher attrition
• No multi-grade syllabuses for multi-grade classes

Primary school enrolment has increased by eleven percent since 1994. In 2006 there were
1038 primary teachers (Schools Census, 2006) with 1039 in 2007 (Schools Census, 2007).

Policy statements were developed to improve the teaching and learning processes. There
were also documents of all in-service training and resource materials supplied to all schools.
Of concern however, all the support provided, was more appropriate for the mono-grade
class, despite obvious multi-grade trends. Strategic pedagogies were provided for teachers
6

with two or more levels from mono-grade schemes. Table 1 below lists some of the in-
service training which assisted the process of improving quality education.

Table 1 – In-service training provided to support quality teaching
Training Date
Details
Teacher Education Quality
1991 –
Focused on improving the quality of teachers
Improvement Project
1996
and teaching - provided training in the use and
(TEQIP)
piloting of an in-service Resource Kit, a
specially prepared kit designed to assist and
guide classroom teachers
Multiclass teaching in
1992
a handbook for teachers in the Pacific – a book
primary schools
full of practical suggestions for teachers – these
were distributed to schools for teachers to use
Early Primary Literacy
1996 –
provided good quality curriculum resource
Development Project
1997
materials for the primary years
(EPLDP)
Basic Education for Life
1993-5,
aimed to strengthen the quality of primary
Skills (BELS 1 & 2)
1995-7
education and literacy and management of
education systems
Basic Education for Literacy 1997 –
provided an integrated approach to the
Skills (BELS 3)
2000
enhancement of primary teacher education. –
based on a whole school approach
Primary Education
1996 –
development of student materials for Years 4-8
Materials Project (PEMP 1 2000;
in Social Science, Science, Mathematics,
& PEMP 2) – PEMP 1
2002-3
English, and Samoan – resources provided
references to the schemes used in primary
schools. PEMP 2 was for student materials for
Years 1-3.
Primary Teachers In-Service 2003 – 5
provided a course at improving the standard of
Training Project (PTISTP
teaching and learning in primary schools – it
was focused on the notion of “good teaching”
using an article by Jere Brophy to provide
twelve principles as a basis for discussion and
change. - thematic approach was the strategy
emphasised

These projects and many others were implemented by MESC to improve teaching
effectiveness.. The in-service training, as reflected, touched implicitly on strategic approaches
pertaining to multi-grade teaching. The thematic approach normally used in mono-grade
situations was introduced in the training as an appropriate strategy for multi-grade
situations.


7

The support of the new strategic policies and plan (2006 – 2015) for the multi-grade
teaching action plan

The Education Policies and Strategies 1995-2005 built on achievements of previous years
and provided a firm foundation for further development to sustain the momentum of
Government reforms and to realise the National vision: “For every Samoan to achieve a
better quality of life” (SDS/2005-2007). The future will always hold uncertainties and
external factors will be a risk to achieving the Ministry’s Vision of: “A quality holistic education
system that recognises and realises the spiritual, cultural, intellectual and physical potential of all participants,
enabling them to make fulfilling life choices
” (SPP/2006-2015). The Ministry believes that an
attractive, dynamic and motivated teaching profession of qualified, trained and committed
teachers would encourage and improve student learning despite the types of classes they
teach.

Multi-grade teaching was adopted as one of the strategies to improve teacher quality. The
workshop in Fiji coordinated by the Commonwealth Secretariat encouraged the workshop
participants to develop action plans based on the ideas emphasised by the resource materials
provided. The Action Plan in Table 2 was developed and recommendations from the
workshop in Fiji complemented a policy action (SPP/2006-2015) on quality of teaching
services. The MESC Core Executive
supported and approved the
implementation of the multi-grade
Action Plan and using the
Commonwealth Secretariat
Resource Materials (CSRM) as
supporting documents for primary
teachers’ training.


8


Table 2 – Portion of the action plan with regards to planning
Portion of the action plan on multi-grade
Recommendation Modules
content
Capacity Building

Coordinate & implement In-service Training Principals, SROs,
Short Term
(Terms 1 & 2) 2007-2008 and pilot
Primary Curriculum
(2007 – 2008)
multigrade curriculum.
Officers (PCOs),

teachers
Review the training with multi-grade teachers
PEO TD

Up-skilling of school personnel by school
Teachers and
Medium Term
Principals
Volunteers
(ongoing)

Faculty of Education to develop a course on Pre-service teachers,
Long Term
multi-grade teaching.
teachers and


principals


Finalise curriculum
PCOs

The acceptance of the recommendations was due to their direct linkage to the previous in-
service training and the strategies emphasised in the Strategic Policies and Plan 2006-2015.
There are 141 government primary schools and each has a Principal who has the
responsibility of ensuring that teachers under their supervision are well informed of the best
teaching methods. The short term plan deals with in-service training of all teachers while in
the long term, the Faculty of Education needs to prepare teachers for teaching in multi-grade
situations. The MESC Curriculum (Primary) Division are responsible for the developing and
review of multi-grade documents (syllabuses) for all core subjects as well as guides or
manuals to support syllabuses (long term).

Short Term Plan: In-service training for teachers
The in-service training of teachers within the ministry is an ongoing process. Training is
aimed at upgrading teaching skills or for in-servicing additional resources to assist teaching
and learning. There are also teaching and learning constraints raised by teachers in the
performance appraisal process. The MESC Core Executive responds and approves in-
service training as a means to resolve issues and assist teachers to successfully execute their
roles and responsibilities. The science of teaching requires regular in-servicing processes to

9

ensure teachers are provided the support to enhance their teaching skills. It improves and
sustains quality education.

The coordination of the multi-grade teaching training aimed at;
improving the quality of teaching approaches so all students benefit and have an
equal opportunity to learn,
producing support materials and multi-grade syllabuses for primary schools,
training all primary Principals to become trainers and to be able to assist his/her staff
on multi-grade teaching approaches,
teachers to be able to develop and implement multi-grade teaching and learning
programs for multi-grade classes,
School Review Officers to become familiar with the procedures and the monitoring
processes,

The ministry has policies for all in-service training to be conducted during the first two
terms of every school year. Evaluation and pre-planning would occur during the last school
term. Table 3 summarises the organisation of the proposed multi-grade training.

Table 3 – Training outcomes, outputs, activities and inputs
Training Summary Indicators
Means & Sources of Risks & Important
Verification
Assumptions
Outcomes
writers develop and


1 multi-grade
design manuals and
1 Multi-grade manual
preparation of
manuals
multi-grade
to be completely
resources may
developed and
syllabuses for the
developed and
delay the training
produced
training
printed
some teachers
2 all primary
Principals be trained 2 Enter attendance to
may not attend
teachers be
as trainers on multi-
database system
the training
equipped with
grade teaching


knowledge and
strategies

skills of multi-
All primary teachers
grade teaching
are trained by

principals with skills
and strategies on
multi-grade teaching.
Outputs
Teachers have multi-

Every teacher
grade syllabuses to
Evaluation forms to
Teachers with high
develops and
assist planning
be filled in by
classes’ rolls may

10

implements a
Develops multi-
participants.
face new challenges.
teaching and learning
grade resources for


program for multi-
multi-grade classes
analyze and produce
grade classes
School Review
report on participants’
Officers monitor
evaluation
and report on

progress of the
project.
Activities
Select writers to
Provide list of trainers
1 select writers for
write resources for from pelican system
Selection of trainers,
project
the training

i.e. some principals
2 coordinate
Select trainers
List of all schools and are almost at retiring
training and
Prepare budget
teachers within each
age so there has to
provide all
Allocate teachers in school
be an option of
resources required
groups

substituting by a
for the training
Prepare all means
Prepare letters of
First Assistant.

of communication
communication

Inputs
Coordinator to


1 MESC to provide
prepare report on
Produce and submit
Funding may delay
writers and
progress of project. report of project to
the development of
trainers
Submit report to
Core Executive and
the project
2 MESC to
ACEO
PRIDE National
coordinate and
Supervise the
Coordinator.
manage the
monitoring process
project

3 PRIDE provides
funds for the
project



Training content
The MESC coordination team decided that the training content would be based on the
Commonwealth Secretariat Resource Materials (CSRM). There are relevant approaches in
the CSRM which need to be revisited or introduced. Such approaches suit the Samoa
context and the rural schools situation as discussed before. The CSRM has seven modules:
Module 1 - The Introduction to Multi-grade Teaching
Module 2 - Effective Teaching and Learning in Multi-grade Classrooms
Module 3 – Classroom Management and Organisation
Module 4 – Approaches to Teaching in Multi-grade Classes
Module 5 – Instructional Resources and Resource Management

11

Module 6 – Assessment and Evaluation
Module 7 – Planning a Programme of Instruction for Multi-grade Classes

The modules produced by the Commonwealth Secretariat provided quality pedagogical
strategies. Many of the strategies and techniques had been covered by in-service training as
defined in Table 1. There were however, ideas that needed re-visiting for the sake of
improving delivery teaching processes aiming for high student achievement. Therefore, to
ensure relevancy, the training was customised to ensure maximum effectiveness.

The three modules recommended as the
main content of the training were, Modules
1, 2 and 7. Module 1 provided a discussion
of the multi-grade phenomenon and
refreshed ideas already in existence. The
examples such as; why multi-grade; is there
a need in Samoa; the characteristics,
advantages and challenges of multi-grade
teaching, would be discussed with teachers who would then reflect on issues and situations
found in their schools. Module 2 portrayed instructional skills and approaches on effective
teaching and learning in multi-grade classes. Module 7 was a major focus of the training. It
discussed approaches teachers already practise such as subject-based curricular and
integrated curricular. It also discussed in detail and cited examples of adapting the national
curriculum for multi-grade teaching. This module dealt with the management of the
curriculum for multi-grade classes; the multi-grade timetable, and the planning for
instruction

The training design

The programme was designed for the training of all primary teachers. The purpose was to
train every primary teacher in the skills of multi-grade teaching. Teachers often get
transferred from one school to another. Also the teachers could be transferred from an
urban to a rural school, or vice versa.


12

The Curriculum Officer for each subject, (English, Samoan, Mathematics, Social Science and
Science), was responsible for the development of multi-grade syllabuses for different types
of level combinations. They were also assigned to facilitate the training of trainers.

Table 4 below details the structure of the training program. It defines the four stages and the
schedule of the training as well as the involvement of all primary schools.

The selection of trainers had to be aligned with one of the ministry’s key concepts, namely,
sustainability. The Principals of the 141 government primary schools were selected as
trainers. They coordinated, facilitated and conducted training in their respective clusters and
were responsible for training teachers within their schools and any new teacher posted to the
school. This is part of the medium term plan.


13

Table 4 – Structure of the multi-grade teaching training for all primary schools

The Structure of the MULTI-GRADE TEACHING Program

Purpose: to improve
Multi-grade teaching in Multi-grade Classes in Primary schools

2. Primary Schools are

1. Coordinator
& Facilitators

divided into 3 groups

produce/prepare:
Multi-grade syllabuses

are prepared and the
The modules are organized

trainers’ Manuals
&
manual is ready
into Common Sessions while

Multi-grade
Curriculum Officers lead

syllabuses for all
Parallel Sessions
subjects


Team leads
3. Organisation of schools

• Common Sessions for:

- School Review Officers
4. Monitoring
Schools are grouped in three (3)

(SROs) (1day)

groups:

- Trainers – Principals (4
Evaluation and review from:

days)


Gp 1 Upolu West (46)- Wk 3, 12
Facilitators
Trainers
Feb 07
• SROs

• present multi-grade
Gp 2 Savaii (48) - Wk 7, 5 Mar 07
• Principals
syllabuses to teachers in

Gp 3 Upolu East (47) - Wk 11, 2
• Teachers
school based sessions (4
Apr 07

half-days)



Term 2, 2007 – Implementation and

School Review Officers
follow-up

monitor the trainers’

Leading to Report and
presentations
Term 1, 2008 – Evaluation – in
evaluation of project
submit evaluation of school
schools
based sessions

The principals were also responsible for leading on-going professional developments on multi-
grade skills and multi-ability approaches. The trainer’s role was to:
• (i) prepare programme; (ii) identify tasks for each presenter, (iii) identify resources needed,
(iv) prepare activities, (v) prepare registration lists,
• ensure teachers participate in each training,
• collect all necessary resources,
• prepare and collect evaluations,
• assist teachers within school whenever needed.

The 21 School Review Officers (SROs) took up the roles of supervisors in their respective
districts. Their roles were to:
• attend and take part in the information sessions,
• take part in the selection of trainers,
• organize schools within the district into clusters,
• organize trainers to do training in clusters,
• inform all teachers in district regarding training plans,
• supervise school-based training,
• collect registration lists and evaluation forms,
• assist and monitor each school’s multi-grade professional development sessions.

By the end of the training, all primary teachers had multi-grade syllabuses and timetables. The
organisation and facilitation of the multi-grade training was funded by the Pacific Regional
Initiative for the Delivery of Basic Education (PRIDE).

Medium and Long Term Plans
Under the Ministry’s School Improvement policy, every school must provide annual plans. A
required component of the annual plan is a professional development plan for teachers. The
School Review Officers are responsible for monitoring the implementation of all aspects of the
annual plans including each school’s professional development plan. As mentioned before, the
Principals are responsible for the planning and implementation of the school’s professional
development plan and the SROs monitor and provide input as required. The ministry implements
15

an annual performance appraisal for all teachers. These appraisals are analysed by the Teacher
Development Unit. The teachers are invited to indicate in the appraisal, areas in which they require
improvement. Multi-grade teaching issues are often reported. These are presented to the Core
Executive.
The sustainability of quality teaching is the responsibility of the Faculty of Education (FOE) and
MESC. Teachers graduating from FOE should have the skills to teach effectively in the
classrooms and this includes skills in multi-grade teaching. The high rate of teacher attrition from
the service has threatened the quality of teaching and learning. The concerns regarding the
preparation of teachers for multi-grade teaching have been raised with FOE and copies of the
Resource Materials from the Commonwealth Secretariat have been provided to them.

Currently the primary curriculum is under-going a major review in all core subjects. It is hoped
that by 2010 the new curriculum will be implemented. The issues and recommendations raised by
multi-grade teachers during the multi-grade teaching training strongly indicate that multi-grade
syllabuses must be designed and developed to guide multi-grade teachers.

The multi-grade teaching training has highlighted the need to provide more support for the multi-
grade teachers. The current curriculum review will consider further interventions with regards to
multi-grade teaching.


16


PART B


The Effectiveness of MG teaching (MGT) in Samoa 2008


Teaching of more than one grade/class in Primary Schools (PS) is not a new phenomenon in
Samoa as discussed in Part A. In 2006, 64 percent of government primary schools had teachers
with 2 to 4 classes of different grades. What was more worrying was the fact that Multi-grade
(MG) teachers’ major resources were Mono-grade (MNG) syllabuses and timetabling. Some
training had been conducted on multi-grade theories before but in the end teachers were given the
choice to decide on how best they could deliver such in the classrooms. This was a problem which
called for immediate and long-term actions.


Training of Curriculum-Officers
Fortunately for Samoa, PRIDE provided financial support to assist MESC with its proposed
MGT plan of action. PRIDE offered full financial support for all MGT training and consultations,
the printing of MGT resource materials, the purchase of equipment and materials, monitoring and
evaluation activities, and all other MGT
related activities.

In August of 2006, MESC conducted
training for all Primary Curriculum Officers
on multi-grade teaching. The Team of 3
participants who attended the
Commonwealth workshop in Nadi
including the Principal Education Officer
(PEO) Teacher Development, PEO Primary Curriculum and School Review Officer conducted
this training with the support of their respective Divisions, the Curriculum, Materials and
Assessment Division (CMAD) and the School Operations Division (SOD).




17


Development of MGT syllabuses and MGT timetabling
The success of this first MGT training resulted in the CMAD calling in all their Curriculum
Officers to immediately start working on designing, writing and producing the first ever set of
written materials called “MGT syllabuses” and “MGT timetabling” for all core subjects (English,
Mathematics, Samoan, Social Science, Science) and across all primary school grades (Year 1-Year
8) for MG teaching. This was a challenging exercise for the Division especially when the task was
required to be completed within a short period of time.

The new MGT syllabuses and MGT timetabling were designed specifically for MG teaching in all
subjects and grades. They were considered to be more appropriate and effective for MG teaching
than the existing MNG materials, although the MNG materials were maintained as the main
resource materials.

All these new materials in addition to the Commonwealth textbook were printed for the teachers’
training in the beginning of 2007.


Training of Trainers and Teachers
When the Textbooks, MGT syllabuses and timetabling were all in place, training was conducted
for the selected Trainers from Primary
School Principals with School Review
Officers as Supervisors.

The Trainers then trained the primary
school teachers during the months of
February – April 2007, except for one
group which was conducted during the
second Commonwealth Secretariat
workshop in Samoa in June of 2007. Members and participants of the Commonwealth contingents
had the chance to visit and observe this last MGT training in the district of Safata. This was
evidence to the Commonwealth and other Pacific island countries that Samoa was moving on with
MG teaching.


18


Training Evaluation
For MESC, the national MGT training was a
golden opportunity to reinforce the significance and
relevancy of MG teaching to all teachers in
Samoa. This was one of the strategies to cope
with the increasing number of schools with
multi-grade teachers, especially in the rural and
the less-populated schools.

As mentioned, the MGT training focused on three major modules, but greater emphasis was given
to the application of the MESC newly developed MGT syllabuses and Timetabling based on the
existing MNG curriculum.

To provide the Ministry with feedback on the training, the participants were given evaluation
forms.

The main purpose was to find out whether the teachers had accepted and understood the
usefulness of MG teaching in Samoa, and, more importantly, whether they had gained enough
knowledge and understanding on how to apply the lessons learnt to their classroom teaching.
The Evaluations questions were:
Question 1: Found the MGT training useful and understanding of what to do next
Question 2: Able to adapt MGT syllabuses to provide effective MGT teaching
Question 3: Able to develop a suitable MGT timetable
Question 4: Able to develop different plans
Question 5: Able to provide full support to pupils in MGT classes
Question 6: Trainers were well prepared in the MGT training
The trainees were asked to rank their level of understanding from the highest to the lowest level of
understanding in all the six questions. The PEO Teacher Development collected and compiled
this data as shown below in Figure i: Trainees Evaluation of MGT, 2007

19

Figure i: Training Evaluations of MGT, 2007
Q6
Q5
Fully understood
Q4
High understanding
Average

Q3
A little
Not useful

Q2
Q1
0%
20%
40%
60%
80%
100%


The Evaluation results showed that more than 80 percent of trainees were in the range of High
and Full level of understanding of all the six issues covered.

This was sufficient evidence that the majority of teachers were well prepared and highly positive to move on with MG

teaching using their new MGT syllabuses, timetabling, and, lessons learnt in the training.

In September 2007, three months after the training, a Monitoring survey was conducted by the
PEO TD for all teachers (Multi-grade and Mono-grade) to find out how they were coping with the
MGT materials and the resources of the training. The aims of the Monitoring survey were to find
out:
Whether teachers understand the objectives of the multi-grade training
How teachers demonstrate the strategies discussed in the training
Impact of training on what they have been practicing in their classes
Challenges they face during implementation of multi-grade syllabuses or developing timetable
Changes and achievements on pupils’ learning and teachers’ instructional planning

Performance indicators were provided for each teacher to comment on. Listed below are the
indicators and the teachers’ responses (Yes means they understand and apply; No means they
either understand but the indicator is not applicable to the situations due to being a MNG teacher)


20

Performance Indicators
Yes
No
The teacher understands some strategies that he/she might use to
811 45
adapt the curriculum to multi-grade or multi-ability teaching
The teacher develops a programme that suits the needs of the
827 41
pupils
The teacher identifies factors to be considered in developing a
764 104
suitable timetable for multi-grade or multi-ability classes
The teacher develops a timetable that meets the needs of the class? 785
80
Prepares weekly plans that enables him/her to coordinate the
792 75
teaching in his/her multi-grade or multi-ability class effectively
Prepares a daily plan that interests and motivates pupils
774
93
Prepares individual lesson plans that give a clear indication of the
701 163
organisation of lessons
Identifies the different grade and ability levels within the class
839
29
Provides materials and lessons to meet the needs of different
785 81
ability levels
Provides extra assistance for students experiencing difficulties with 801 62
learning
Provides extension programs for gifted and talented students
737
130

The information was compiled, analyzed and then results were discussed with School Review
Officers for further actions to improve MGT.

21

The Survey on Effectiveness of MG teaching in Samoa, 2008

After one-year of implementation of MG teaching in Samoa, the Statistical Survey on the
Effectiveness of MG teaching was carried out

Objectives

The main objectives of the survey were:
a. To find out if the MG training in 2007 was ever helpful to the teachers when lessons learnt were put into
practice and what ways it should be improved for future trainings;

b. To find out if MG teachers had ever used the MG syllabuses in teaching, what pros and cons they had
encountered when implemented, and, the way forward;

c. To find out if MG teachers had ever used the MG timetables in teaching, what pros and cons they had
encountered when implemented, and, the way forward; and, lastly;

d. To find out the social perceptions and attitudes of MG teachers towards MG teaching whether they were in
support or not of the new curriculum changes and teaching strategies

Methodology

By the time of the survey in April 2008, there was a total of 141 government primary schools of
which 88 schools or 62 percent were MG. In the survey planning, the initial design was to target a
sample of MG schools from both islands of Upolu and Savaii to conduct a small case study.

However, due to the small numbers of MG teachers in the respective schools, a full coverage of all
existing MG government schools in Samoa was taken into consideration. This approach was also
seen as the best opportunity to interview the previous participants of the MG training in 2007.
Therefore the survey’s original timeframe was extended to include all of the 88 MG schools in
Samoa.

After the literature review on the MG situation in Samoa, the Survey questionnaire was
developed and written in the Samoan language to meet the aims of the study. It was designed in a
user-friendly format for teachers to fill in their personal responses. Some teachers were
interviewed, but most preferred to fill in the answers themselves. Hence, freedom of expressions
was obviously more interesting on paper than face to face interviews.

With the great assistance from the PEO-TD and SROs, non-response from MG teachers was
avoided. However, non-responses surfaced in some parts of the questionnaire as will be shown in
the results.

The data was collected, coded, entered, and, analyzed using Excel and SPSS. The latter is a very
popular software for Statistical Analysis by researchers and statistical institutes around the world
and it would be ideal for MESC to purchase this useful software.

22


Given the fact that all MG schools were included in the survey instead of a sample of schools, the
estimation of statistical errors was not necessary. Hence control was focused more on non-
statistical errors.

The survey followed the following timeframe and the next chapter will discuss the survey results.

ITEM ACTIVITY

TIME
1
Literature review & planning
March 2008
1
Questionnaire design & printing
April 2008
2
Fieldwork interviews & data collection in Upolu & Savaii
May 2008
3
Data entry, analysis of results & report writing
June – July 2008
4
Printing of final reports
August 2008
5
Presentation & dissemination of results
August 2008



23

SURVEY RESULTS


1


Characteristics of Multi-grade Teachers in Samoa

MG teachers by district and sex

MG teachers in Samoa are distributed all over the 3 islands: Manono, Savaii and Upolu where the
capital of Apia is located. MESC is located at Malifa within the capital area and it is the main
center of contacts for all teachers and education personnel.

The survey found out that a total of 222 MG teachers were teaching in 88 primary schools in
Samoa of which 22 percent were males and 78 percent were females. The vast sex disparity in the
teaching services confirms the notion that teaching is a female-oriented profession in Samoa.

The distribution of data by School districts revealed that MG schools were located in the more
rural and remote districts of Samoa (Table 5).

Table 5: MG teachers by School districts and sex, 2008
School Districts
Male
Female
Total
Row (%)
Aana No 1
1
8
9
4.1
Aana No 2
3
19
22
9.9
Aleipata 8
18
26
11.7
Anoamaa 1

6
6
2.7
Anoamaa 2
2
14
16
7.2
Faasaleleaga No 2
1
9
10
4.5
Fagaloa 5
6
11
5.0
Falealili 6
18
24
10.8
Itu Asau No 1

6
6
2.7
Itu Asau No 2
2
6
8
3.6
Itu o Tane No 1
2
12
14
6.3
Itu o Tane No 2
3
10
13
5.9
Lefaga 1
11
12
5.4
Lepa/Lotofaga 4
8
12
5.4
Palauli 1
3
4
1.8
Safata 8
12
20
9.0
Sagaga 1
3
4
1.8
Savaii Sisifo
1
4
5
2.3
Total 49
173
222
100
Column (%)
22.1
77.9
100


In terms of teachers distribution by School districts, Aleipata district had the highest proportion of
teachers (11.7 %), followed closely by Falealili -10.8 percent, Aana No 2 -10 percent, and, Safata
with 9 percent. (Figure ii).



24


Figure ii: Proportion of MG teachers by School districts, 2008
14.0
12.0
)
10.0
%
8.0
age (
6.0
e
r
c
ent

P
4.0
2.0
0.0
Aa
Aa
Al
A
A
F
Fa
F
I
I
I
I
Le
Le
Pa
S
S
S
aasal
a
t
u

t
u

t
u o Ta

t
u o Ta

a
a
avai
n
n
e
noa
noa
ga
le
A
A
fa
pa
l
fa
ga
a
i
p

a
No
a
No

a
l
a
sau
sau
ga
/
u
ta
ga
t
m
m
o
l
Lotofa
l
i
a
ili
S
a
a
el
a
i
1
2
a
eag
ne
ne
i
1
a
2

N
N
si
o
o
N
N
f
a
1
2
o
o
o
g
a




MG teachers by different MG classes

A number of reasons could cause MG settings such as: isolated communities, limited school
resources, costs of school maintenances, small school population, poor infrastructure, and etc.
According to MESC, the main cause of MG in Samoa is the shortage of teachers supply.

Because of teacher shortage, MESC allocated the number of teachers to each school every year
based on the estimated number of pupils enrolled in a year. This is usually referred to as Teachers
Posting. Ideally, any school with a total roll of 240 and above will get a full staff of 8 teachers or
more based on the teacher/pupil ratio of 1:30. Hence all other schools below that number will get
fewer teachers causing MG classes.

When the Posting is completed at the beginning of every school year, the School principals of
primary schools will then decide on the number of classes per teacher. In a MG setting, the MG
classes can be Year 1 & 2 or Year 3 & 4, or even a combination of 3 to 4 classes depending on the
size of the school.

Figure iii below reflected the different combinations of MG classes found in the survey by School
districts and also the proportions of MG teachers undertaking these different MG classes. For
instance, in MG classes Year 5 and 6, about 21 percent of MG teachers were teaching those
classes while 18 percent were teaching Years 7 and 8 together.

Table 6 provides detail data of the distribution of the different MG classes by the respective
School districts.

25

Figure iii: Proportion and type of MG classes in
Sam oa, 2008
7,8
6,7,8
1,2
18%
0.5%
19%
6,7
5,6,7
1%
1,2,3
0.5%
7%
5,6,7,8
1,2,3,4
1%
1%
5,6
2,3
21%
11%
4,5,6
3,4
4,5
4%
12%
5%




Table 6: Combination of MG classes by School districts, 2008

Combination of MG classes

School district
1,2 1,2,3 1,2,3,4 2,3
3,4
4,5 4,5,6
5,6
5,6,7 5,6,7,8 6,7 6,7,8 7,8
Total
Aa na N
o 1
3


1
1
1

2




1
9
Aana No 2
5
3
1
2
1
1
4




5
22
Aleipata 4
2
1
1
3

2
5

1


7
26
Anoamaa
1
2


1
1
1

1




6
Anoamaa 2
4
1
1
2
1
1
2

1

3
16
Faasaleleaga No 2
1

3
1
1

3




1
10
Fagaloa

4


3


1 3
11
Falealili
6


6

7


5
24
Itu Asau No 1
2
1

1


2





6
Itu Asau No 2
3

1
1
1






2
8
Itu o Tane No 1
3
2
1
1
3

1
1

2

14
Itu o Tane No 2
1
2
3
1

2
1




3
13
Lefaga
3


3


3




3
12
Lepa/Lotofaga
3

1
2

4


2
12
Palauli



1


3




4
Safata
1


5
2
2

5




5
20
Sagaga

3

1


4
Savaii
Sisifo


3

1

1




5
Total teachers
41
15
2
25
27
12
9
45
1
2
2
1
40
222
Column (%)
18.5
6.8
0.9
11.3
12.2
5.4
4.1
20.3
0.5
0.9
0.9
0.5
18.0
100.0


26


MG classes by total number of pupils

According to MESC, the approved teacher-student ratio is 1:30 in MNG teaching and 1:20 for MG
teaching. These ratios would ensure that the students not only receive high quality education but the
teachers would also deliver their best teaching services to the students.

However, the survey results revealed a different picture of the numbers of pupils that MG teachers
had been teaching on the field. Table 7 listed the range of the number of pupils taught by the MG
teachers at the time of the survey.

The data reflected that, in reality, the student/teacher ratio was much higher in practice than the so-
called MG policy. For instance, a total of six teachers as shown below were teaching MG classes in
the range of 71-81 pupils altogether. Figure iv also depicted these proportional distributions.

Table 7: MG classes by the total number of pupils, 2008

Number of pupils

MG
classes 1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-81 Total
1,2
3
6
17
9
1
4
1
41
1,2,3

2
3
3
3
2
2

15
1,2,3,4


1
1




2
2,3
1
2
8
6
4

4
25
3,4
3
11
10
2
1

27
4,5


1
4
3
2
2

12
4,5,6

4 3
1
1

9
5,6
7
14
14
5
4

1
45
5,6,7



1


1
5,6,7,8

1

1

2
6,7


2



2
6,7,8
1






1
7,8
3 11 18
6
1
1


40
Total 4
32
59
65
32
16
8
6
222


Figure iv: Proportion of MG teachers by
number of MG pupils, 2008
61-70
71-81
4%
3%
51-60
1-10
7%
2%
41-50
11-20
14%
14%
21-30
31-40
27%
29%

27

As shown in Figure iv, only 16 percent of MG teachers (36) were fortunate to meet the MG policy
requirement but the majority consisting 84 percent were teaching more than 20 pupils of different
grades as shown in red colour. It is difficult to imagine how one teacher can perform his/her
outmost best with such big numbers of pupils with two or more different grades in a day. It is also
difficult to imagine how students in such settings will receive high quality education in such crowded
classrooms.

The results reflected that the number of teachers in MG schools was far from the required standard
ratio. It reflected the lack of awareness and monitoring of what teachers are going through on the
field. It is no doubt that such situations will only increase poor teaching performance and much
worse is the fact that students will not have the same access to high quality education as students in
less numbered classes or MNG classes.

On another note, if this is the reality with MG classes, then it poses the question if teachers in MNG
are also undergoing the same stressful situations.

With the new developments and better teaching strategies on MG teaching, MESC needs to
consider other means of alleviating the shortage of teachers especially the stressful workload on MG
teachers.


28


2

Effectiveness of the 2007 Multi-grade Trainings


MG training by district and sex

The MG training was organized for all teachers in Samoa hence included both MNG and MG
teachers from all islands.

The trainings aimed at:
Introduction of the Use of Multi-grade teaching in Samoa;
Managing the Curriculum in a MTG Class;
Managing the Timetable in a MTG class; and,
Planning for Instruction.

All these areas were discussed with reference to the Commonwealth Textbook and demonstrated
using the new MG syllabuses. It was expected that after the training, the teachers would apply the
learnt skills and knowledge in any MG settings.

Given that this survey only covered MG schools, the survey found out that training attendance by
the 222 MG teachers was quite high as 89 percent. The other 11 percent were not available to the
training due to various reasons while some were new teachers. Fortunately, they were trained later
by their working colleagues and trainers in the schools but it was not the same experience as those
who attended the national group trainings.

Figure v: Proportion of MG teachers
attending the MG training, 2008
Yes
89%
No
11%


When the training attendance was shown by School districts, the results reflected a very high
training turn-up in all districts except for Falealili where about half of teachers did not attend the
MG training in 2007 as shown in Table 8.








29


Table 8: MGT training attendance by school districts, 2008

Attended 2007

training
School district
Yes
No
Total
Aana No 1
9

9
Aana No 2
21
1
22
Aleipata 24
2
26
Anoamaa 1
6

6
Anoamaa 2
16

16
Faasaleleaga No 2
9
1
10
Fagaloa 9
2
11
Falealili 14
10
24
Itu Asau No 1
6

6
Itu Asau No 2
8

8
Itu o Tane No 1
13
1
14
Itu o Tane No 2
12
1
13
Lefaga 11
1
12
Lepa/Lotofaga 11
1
12
Palauli 4

4
Safata 17
3
20
Sagaga 3
1
4
Savaii Sisifo
5

5
Total 198
24
222



Lessons learnt from the 2007 MTG training

After a year of application and implementation of what teachers have learnt from the MG
trainings, the survey asked the MG trainees to reflect on any training areas that they have learnt
needed more improvement on the field. (Note that only the 2007 trainees were included in this question).

Table 9 listed those reflections by the proportions of responses. It is important to note that the
MG teachers’ overall feedback showed they were highly in favour of MG teaching. More
importantly they were very willing to pursue this teaching strategy as reflected in their positive
reflections.

As shown in the data table, more than one-third (37%) of MG teachers were already willing to
push further for a national MG syllabus and timetable. All the other responses requested further
improvements in different areas of MG teaching except for 15 percent who did not respond to the
question.

The survey results indicated that MG teachers in Samoa were already in a desperate situation to
find solutions to their stressful MG workload. Hence, it is important that MESC puts up with the
recommended challenges to ensure that MG teaching in Samoa is strengthened and working well
for teachers and students.






30

Table 9: Lessons learnt based on the 2007 MGT training, 2008



Lessons learnt on the field due to implementation of training ideals of
Total Percent
2007
(%)
Its time to produce a national MG syllabus & timetable
74
37.4
Improve quality of the new MG syllabuses & timetables
26
13.1
Need regular MG trainings for MG teachers
19
9.6
Need more training on "thematic approach"
18
9.1
Need more training on MG lesson planning
9
4.5
Produce activities for MG lessons
6
3.0
Need more training on assessments & evaluation of MG classes
4
2.0
Trainers need to use MG classes for training demonstrations
3
1.5
Need to specify MG syllabus for slow-learners
2
1.0
MG is not effective in overcrowded rooms
2
1.0
MG teachers need to meet and share experiences
1
0.5
Need more training on groupings of skills
1
0.5
Training was well done for MG
2 1.0
Not Stated
31
15.7
Total 198
100.0






31


3

Effectiveness of the Multi-grade syllabuses
Access to the Textbook & MG syllabuses

The Textbook and the new MG syllabuses were distributed to all teachers who had attended the
MG trainings in 2007. Copies were also available at MESC for teachers to use as their main
resource materials. It was very important that all MG teachers have access to these resource
materials every year in order to deliver quality education for all.

However, the survey found out that 9 percent of MG teachers did not have the MG syllabuses
with them for teaching. Some teachers reported their syllabuses being misplaced or even got torn
during the year and were not replaced.

Figure vi: Access to MG syllabuses,
2008
Yes
No
91%
9%
(201)
(20)


The MG syllabuses for each subject combined several stapled A4 pages. It was designed and
developed in a short-time period hence the compilation was simple and quick enough to meet the
training deadline in the previous year. It was also a new attempt by the responsible division hence
the possibility of changes will most likely to take place.

It is important for teachers and School principals to ensure that teaching resources must always be
complete in the classrooms and readily available at all time for delivering of best teaching services
not only by the existing teachers but also the new-incoming teachers.


Use and application of the MG syllabuses

The development of the MG syllabuses across all subjects and grades was a deliberate response to
provide MG teachers with the best approach in MG settings.

The survey revealed that in practice about 88 percent of MG teachers were able to implement this
approach on the field. This indicated the huge interests of MG teachers to adapt to the new
curriculum changes in their teaching strategies.

The other 12 percent continued to apply the MNG curriculum in their MG classes. Like any other
new initiative, not everyone will be able to adapt to new changes. Accordingly, the teachers in
Samoa were given the choice to choose the best approach of teaching their MG classes. In spite of

32

this setback, an overwhelming proportion of teachers were very enthusiastic in the implementation
of the new MG teaching.

Figure vii : Proportion of MG teachers using
the MG syllabuses, 2008
No
12%
(26)

Yes
88%
(195)





Use of MG syllabuses by School district

To provide more insights on the use of MG syllabuses, Table 10 revealed the number of MG
teachers who have implemented the MG syllabuses by School districts.

The data helps to show the location of MG teachers who were not confident enough to apply the
new MG teaching methods either due to lack of interest or needs more training.

Table 10: MG teachers using the MG syllabuses by School districts,
2008

Use of MG syllabuses

School districts
Yes
No
NS
Total
Aana No 1
7
2
9
Aana No 2
18
4
22
Aleipata 24
1
1
26
Anoamaa 1
6

6
Anoamaa 2
12
4
16
Faasaleleaga No 2
8
2
10
Fagaloa 11


11
Falealili 21
3

24
Itu Asau No 1
4
2
6
Itu Asau No 2
8

8
Itu o Tane No 1
13
1
14
Itu o Tane No 2
11
2
13
Lefaga 12


12
Lepa/Lotofaga 12


12
Palauli 4


4
Safata 18
2

20
Sagaga 2
2

4
Savaii Sisifo
4
1
5
Total 195
26
1
222


33


Use of MG syllabuses by MG classes

Figure viii also shows the proportion of MG syllabus usage by the combined number of pupils
that MG teachers had been teaching at the time of the survey. And it is surprising to note that MG
teachers with the highest number of pupils also had the highest proportions of non-usage
compared to the small numbered classes. Naturally, one would have thought that MG syllabuses
would have been more useful to the most populated classes than smaller ones. This was not the
case at the time of the survey.


Figure viii: Proportion of MG syllabus users by

number of pupils in MG classes, 2008

71-90


61-70

51-60
i
l
s

Yes

pup
41-50
No

of
31-40
NS

ber

u
m

21-30
N

11-20

1-10


0%
20%
40%
60%
80%
100%

Percentage using MG Syllabuses


Table 11: MG syllabus users by the number of pupils in MG
classes, 2008
Number of pupils in
Use of MG syllabuses

MG classes
Yes
No
NS
Total
1-10 4


4
11-20 30
2

32
21-30 51
8

59
31-40 59
5
1
65
41-50 27
5

32
51-60 14
2

16
61-70 6
2

8
71-81 4
2

6
Total 195
26
1
222


34

The Advantages of MG syllabuses

In order to find out the effectiveness of the MG syllabuses in practice, the MG teachers who have
actually implemented the syllabuses in their classes were asked to comment on the advantages of
these resources.

Figure ix: Advantage one of the MG syllabuses, 2008
7%
19%
Effective planning of
lessons
Facilitated Integration of
themes
40%
Effective organization
34%
of teaching topics
NS


Figure viii clearly reflected that of the total 195 teachers who moved on and applied the MG
syllabuses, 40 percent reported it helped them produced effective planning of lessons, 34 percent
stated it facilitated the integration of themes to teach across grades and subjects, and, 19 percent
confirmed that the MG syllabuses greatly assisted them in effective organization skills for MG
teaching.

Figure ix showed the second advantages that MG teachers wanted to report. It revealed other
advantages like the effective use of available resources across grades/subjects (19%), it helped in
saving teaching time (16%), it facilitated ability groupings (12%) and it also encouraged fast and
slow learners to work together and learn from each other (11%).
Figure x : Advantage two of MG syllabuses, 2008
3%
11%
23%
12%
19%
16%
16%
Integrating contents/themes across grades/subjects
Identify effective use of resources
Saves teaching time compared to MonoG teaching
Organise the teaching of topics across subjects/grades
Facilitated ability groupings
Fast & slow learners helped each other
Equal edu opportunity for all


35

The reported advantages implied the substantial effectiveness of MG teaching and the MG
syllabuses in Samoa and this is very encouraging for MESC’s next plan of actions.
Advantages one by MG classes

When the first advantages were distributed by teachers in different MG classes, a range of
positive responses were also shown. For instance, 100 percent of teachers undertaking 5, 6, 7
and 6, 7, 8 classes reported that MTG syllabuses helped them made effective lesson plans, while,
teachers undertaking classes 1,2,3,4 and 6,7 have experienced effective organization of topics &
efficient integration of themes across subjects/grades for teaching their classes. Other different
combinations of MG classes showed various proportions of the advantages they have
experienced on the field as also shown in the data in Table 12.

Figure xi: Advantage one of MG syllabuses by MG
classes, 2008
100%



80%



60%


40%


20%


0%

1,2 1,2,3 1,2,3,42,3 3,4 4,5 4,5,6 5,6 5,6,7 5,6,7,86,7 6,7,8 7,8


NS

Effective organization of teaching topics

Facilitated Integration of themes
Effective planning of lessons


Table 12: Advantage one of MG syllabuses by MG classes, 2008






MG classes
Effective
Facilitated
Effective organization
NS Total
planning of
Integration of
of teaching topics
lessons
themes
1,2
15 12
8
2
37
1,2,3
3 4
2
3
12
1,2,3,4
1 1

2
2,3
9 5
1
3
18
3,4
15 7
2
2
26
4,5
5 3
2
1
11
4,5,6
4 1
2
2
9
5,6
13 17
8
38
5,6,7
1


1
5,6,7,8
1
1

2
6,7
1 1

2

36

6,7,8
1


1
7,8
11 15
9
1
36
Total 78
66 37
14
195


Advantages by School district

In the School districts, the districts of Sagaga and Aana No 1 have shown that the greatest
advantage to MG teaching was the effective planning of lessons, while, the experience from Itu
Asau No 1 and Palauli districts noted the efficient integration of themes or thematic approach as
the greatest advantage in MG teaching. Lepa/Lotofaga on the other hand mostly experienced the
effective organization skills of teaching topics from MG teaching.


Figure xi : Advantage one of MG Syl abuses by school
districts, 2008
Savai Sisifo
Sagaga
Safata
Palauli
Lepa/Lotofaga
Lefaga
Itu o Tane No 2
Itu o Tane No 1
Itu Asau No 2
Itu Asau No 1
Falealili
Fagaloa
Faasaleleaga
Anoamaa 2
Anoamaa 1
Aleipata
Aana No 2
Aana No 1
0%
20%
40%
60%
80%
100%
Effective planning of lessons
Facilitated Integration of themes
Effective organization of teaching topics NS

37


Table 13: Advantage one of MG syllabus by School districts, 2008







Effective
Facilitated
Effective


School districts
planning of
Integration of
organization of
NS Total
lessons
themes
teaching topics
Aana No 1
6
1
7
Aana No 2
6
5
5
2
18
Aleipata 12
2
9
1
24
Anoamaa 1
1
4
1
6
Anoamaa 2
4
3
2
3
12
Faasaleleaga No
4 4

8
2
Fagaloa 2
4
3
2
11
Falealili 14
6
1

21
Itu Asau No 1
1
3

4
Itu Asau No 2
3
4
1
8
Itu o Tane No 1
2
5
4
2
13
Itu o Tane No 2
4
3
3
1
11
Lefaga 6
5
1

12
Lepa/Lotofaga 3
2
7

12
Palauli 1
3


4
Safata 5
12

1
18
Sagaga 2



2
Savaii Sisifo
2
1
1
4
Total
78 66 37
14
195


Advantages by number of MG classes

It is also important to determine how MG teachers in big/small classes felt about the MG
syllabuses. The data results clearly showed that the effective lessons plan was the most advantage
to the highest and lowest numbered classes (Figure xiii).


Figure xiii: Advantage one of MG syllabuses by
number of pupils in MG classes, 2008
100%
80%
60%
40%
20%
0%
1-10
11-20 21-30 31-40 41-50 51-60 61-70 71-81
NS
Effective organization of teaching topics
Facilitated Integration of themes
Effective planning of lessons

38

The Disadvantages of MG syllabuses

The MG teachers who actually implemented the MG syllabuses (195) were also asked to comment
on any disadvantages that they have experienced in teaching MG classes. A range of responses are
shown below but the highest proportion of MG teachers (20%) stated that the integration of
topics across classes were inadequate while 16 percent believed that the lack of a national MG
syllabus for consistency of teaching was the major problem.

As expected 15 percent complained of demanding preparations by MG teachers while the other 13
percent raised the issue of too many pupils to teach in such settings. It is not difficult to imagine
the difficulty one teacher has to go through when trying to teach 2 to 3 groups of pupils with
different abilities in each of the 2 or 3 different grades at the same time and in the same classroom.
Other disadvantages are also listed which were just as important for MESC to take into great
considerations (Figure xiii).

Figure xiv: Disadvantages of MG syllabuses, 2008
5%
6%
20%
7%
7%
16%
11%
13%
15%
Intergration of topics across classes are inadequate
Absence of national MG curriculum for consistency
Demanding preparations for MG teachers
Too many pupils to teach together
NS
MG curriculum is not consistent w ith Timetable
No activities in curriculum for MG
Limited resources for MG teachers
Room is overcrow ded



Disadvantages by the Number of MG classes

The distribution of disadvantages by the number of pupils in MG classes again helped to reflect
how teachers in different class sizes felt about the MG syllabuses. As expected, teachers in the
highest populated classes felt that there were too many pupils in the class to implement the MG
syllabuses. The medium sized classes emphasized that integration of the themes across classes
were not sufficient as well as too much preparations to be made for MG teaching. The least
numbered classes believed that a National MG syllabus would have helped to solve all MG issues
mainly the consistency of teaching among all MG teachers.

39



Figure xv : Disadvantages of MG syllabuses by

number of MG classes, 2008
100%


80%


60%


40%



20%


0%

1-10
11-20 21-30 31-40 41-50 51-60 61-70 71-81

Too many pupils
Room is overcrow ded

NS

No activities

Curriculum is not consistent w ith Timetable
Limited resources

Intergration are inadequate

Demanding preparations
Absence MG curriculum


The Major Recommendations to improve MG syllabuses

The last survey question on MG syllabuses was a recommendation from the MG teachers on the
issues that would help to strengthen and improve the quality of MG syllabuses for MG teaching.

Figure xvi obviously showed that two-third (59%) of MG teachers had recommended MESC to
go further than MG syllabuses and establish National MG curriculum for MG teaching while
17 percent wanted the MG training to be conducted on a more regular basis.

When the data was distributed by School districts (Figure xvii), it reflected a strong support in all
School districts for a change to MG syllabus.

According to the survey responses, a national MG syllabus will improve the performance of
teachers in MG settings by:
saving time on preparations for multi level classes
provides scheduled instructions to follow easily on a daily basis
more time spent in teaching than lesson planning and integrating of topics
more time spent on evaluations and assessments of the classes
more time spent with the slow-learners, and lastly,
the MG schools will have the same syllabuses to follow for consistency instead of teachers developing
their own different syllabuses to follow in their own time.


40

The overall outcome of these recommendations is to achieve high quality education for the
children of Samoa and also to deliver the best teaching services in a professional manner.
Figure xvi: Teachers recommendations to improve MG
syllabuses, 2008
3% 3%
5%
13%
59%
17%
Establish National MG curriculum
Conduct regular MG training
NS
Consider slow learners in the MG curriculum
MESC to supply all teaching resources
Upgrade skills of MG trainers

Figure xvii: Teachers recomm endations for MG syllabuses by
School districts, 2008
Savai Sisifo
Sagaga
Safata
Palauli
Lepa/Lotofaga
Lefaga
Itu o Tane No 2
Itu o Tane No 1
Itu Asau No 2
Itu Asau No 1
Falealili
Fagaloa
Faasaleleaga
Anoamaa 2
Anoamaa 1
Aleipata
Aana No 2
Aana No 1
0%
20%
40%
60%
80%
100%
Conduct regular MG training
Consider slow learners in the MG curriculum
Establish a National MG curriculum for all subjects/grades
MESC to supply all teaching resources
NS
Upgrade skills of MG trainers




41

4
Effectiveness of the Multi-grade timetables
The application of the MG timetabling

The MG timetable was also developed by the Curriculum division to guide the MG teachers in the
timing of their lesson plans and activities of the week and daily work. The survey results revealed
that only 41 percent (113) of MG teachers fully adhered to this change of timetabling while half
(90) managed to implement it but not all the time and the other 9 percent (19) did not use this
type of timetabling at all. Table 14 clearly shows the distribution of the use of timetabling by
School districts.
Figure xviii: Use of MG tim etable, 2008
No
9%
Not all the
Alw ays
tim e
41%
50%


Table 14: Use of the MG timetable by School districts, 2008
School districts
Always
Not all the time
No
Total
Aana No 1
3
4
2
9
Aana No 2
7
14
1
22
Aleipata 16
9
1
26
Anoamaa 1
3
3

6
Anoamaa 2
3
11
2
16
Faasaleleaga No 2
4
3
3
10
Fagaloa 8
3

11
Falealili 16
8

24
Itu Asau No 1
1
4
1
6
Itu Asau No 2
1
7

8
Itu o Tane No 1
7
4
3
14
Itu o Tane No 2
2
7
4
13
Lefaga 9
3

12
Lepa/Lotofaga 5
7

12
Palauli
4

4
Safata 3
16
1
20
Sagaga 1
2
1
4
Savaii Sisifo
1
4

5
Total 90
113
19
222


42

For the teachers responding “Not all the time”, they were further asked to specify the main reason
for their actions.
Figure xix: "Not all the time" Timetable users by reasons,
2008
13%
4%
39%
6%
10%
14%
14%
Depends on pupils abilities
Some lessons needed more time
Not able to complete scheduled lessons
Attend to other official duties
Too much preparations
Slow learners
Others


As shown in Figure xix, 39 percent of teachers stated that the MG timetable was used but it was
based on the abilities of the pupils. Accordingly, it was not ideal to follow the scheduled time
when the pupils needed more time to absorb the lessons. Likewise, 14 percent mentioned that they
did not manage to complete their scheduled lessons within the given time hence not able to follow
the timetable. Another 14 percent of teachers also raised the issue that not all subjects or lessons
have the same time requirements. For instance, other subjects like Mathematics needed more time
in a MG setting than Social Science subjects hence it was not possible to follow the timetable on
time.

It is also important to note that 10 percent of teachers mentioned other official duties like
trainings, meetings and visitations by government and non-government officials as activities
impacting on their scheduled lessons.
MG teachers not using the MG timetable

Of the 9 percent (19) of MG teachers who did not use the timetable at all, one-quarter (5)
mentioned that the integrated subjects or lessons had different time requirements to teach and
another quarter (5) still believed they can teach MG classes using the MNG timetables. Again the
lack of resources caused the other 21 percent (4) not to use the MG timetable while the rest did
not think the MG timetable was suitable for MG classes.






43

Figure xx: Not using the MG timetable, 2008
11%
26%
16%
21%
26%
Integrated subjects required different timing
Prefers old timetable
No MG timetable
Not suitable for big classes
Not suitable to pupils ability


The Advantages of the MG timetables

The survey asked both the teachers who were using the MG timetables and those who used it
from time to time to comment on the advantages of applying this type of timetabling in their MG
classes.

Table 15 and Figure xxi clearly shows the responses from the teachers. One-third (33%) of
teachers experienced that this MG timetabling was effective in the timing of lessons across
subjects and grades, a quarter of teachers experienced the ability of following their scheduled
lessons on time, while, 29 percent reported that the MG timetable was effective with teaching
integrated themes and the use of “common subject approach”. It is also important to note that 6
percent of teachers believed that this timetabling had enabled them to identify the slow learners
quickly in class.


Table 15: Advantages of the MG timetable, 2008

Advantages of the MG Timetable
Total

Effective timetabling across subjects/grades
66

Follows scheduled-subjects on time
53
Effective integration of themes across subjects/grades
32
Effective use of "Common subject approach"
26
Identify & help slow learners
13
NS 13
Total 203

44

Figure xxi : Advantages of MG timetable, 2008
6%
6%
33%
13%
16%
26%
Effective timetabling across subjects/grades
Fol ow s scheduled-subjects on time
Effective integration of themes across subjects/grades
Effective use of "Common subject approach"
Identify & help slow learners
NS


Advantage of MG timetabling by the Number of MG classes

The following data (Table 16) clearly distributed the teachers’ responses by the number of MG
classes they were undertaking at the time of the survey. It is obvious that only teachers with MG
classes of the total pupils below 61 stated that the MG timetable had helped them in developing
effective timetables across subjects and grades. It is also interesting to note that MG classes below
21 did not think that the MG timetable helped them to identify slow learners.

Table 16: Advantages of MG timetabling by Number of MG classes, 2008

Develop







effective

Effective use
Follows




integration of
Develop effective
of "Common scheduled-
Identify &


Number of
themes across
timetabling across subject
subjects on
help slow


MG classes
subjects/grades
subjects/grades
approach"
time
learners
NS Total
1-10
1 2
1



4
11-20
4 12
5
6

2
29
21-30
9 18
8
13
4
2
54
31-40
6 18
8
24
2
4
62
41-50
2 11
3
6
2
4
28
51-60
6 5
2
1
1
15
61-70
3
1
1
2

7
71-81
1
1
2

4
Total 32 66 26
53
13
13
203







45


Advantage of MG Timetable by the School districts

The distribution of Timetable Advantages by School districts identified specific areas that each
district experienced on the field. For example, most teachers who reported effective timetabling
across subjects/grades were from Aleipata, Falealili and Safata, while the advantage on following
the scheduled timetable mostly hailed from the districts of Aana No 2 and Falealili again.

Table 17: Advantages of MG timetabling by School districts, 2008

Develop effective
Develop effective
Effective use Follows
Identify



integration of
timetabling across
of
scheduled-
& help



themes across
subjects/grades
"Common
subjects on
slow


School districts
subjects/grades
subject
time
learners


approach"
NS
Total
Aana No 2

7
2
7
2
3
21
Aleipata 1
14
2
5
1
2
25
Anoamaa 1
3
2


1
6
Anoam

aa 2
5
1

4

4
14
Faasaleleaga No 2
1
4

1
1
7
Fagaloa 2
5
1
2

1
11
Falealili 2
11

10
1

24
Itu Asau No 1
3

1
1
5
I tu As au N
o 2
2
2

4


8
Itu o Tane No 1
2
2
1
4
1
1
11
Itu o Tane No 2

2
1
5
1
9
Lefaga
3
9


12
Lepa/Lotofaga 1
4
1
4
2

12
Palauli
1

2
1

4
Safata 4
8
3
3
1

19
Sagaga
2


1
3
Savaii Sisifo
1
2

1

1
5
Total 32
66
26
53
13
13
203




The Disadvantages of MG timetable

In order to improve and strengthen MG teachings it was important to note all issues both negative
and positive for responsive actions. The following Table specifies the data on Disadvantages of the
MG timetable. As expected the majority of teachers (31%) have experienced that in MG settings, it
was difficult to arrange sufficient time for teaching and at the same time also do the evaluations of the
multi-classes involved. During the survey some teachers mentioned the extension of teaching hours in
the mornings or afternoon for MG classes.

46


Table 18 : Disadvantages of MG Timetabling, 2008
Disadvantages of the MG timetable
Total
Percent (%)
Insufficient time for MG teaching/assessments
62
30.5
Timetable is often delayed due to slow learners
35
17.2
Inconsistencies between Timetable & Curriculum
23
11.3
Big delay when MG teacher is sick/ in a meeting
10
4.9
Cannot integrate all subjects across grades
9
4.4
No problem
1
0.5
NS 63
31.0
Total 203
100

Another 17 percent of teachers raised their concerns about slow learners who usually caused
delays in the teachers’ preparations and there must be another way of dealing with them in class. It
is also important for Subject-organizers to take note of the inconsistencies between the MG
syllabuses and Timetabling in order to solve this problem as raised by 11 percent of teachers. Last
but not the least, the problem of teachers becoming absent due to maternity leave, sick leave,
overseas leave or on other official duties will greatly impact on MG classes particularly when there
are no teacher substitutes arranged by MESC as it is in many other countries like New Zealand
and Australia.

Table 19 shows where the problems of MG timetabling were mostly common in the School
districts. The identification of the districts and the problems they have experienced will also help
MESC to identify appropriate solutions to improve MG teaching.
Table 19 : Disadvantage of MG timetable by School districts, 2008


Cannot



Timetable



Big delay
integrate



is often



when MG
all
Inconsistencies Insufficient
No
delayed



teacher is
subjects
between
time for MG
problem due to
NS Total
School
sick/ in a
across
Timetable &
teaching/asse
slow
Districts
meeting
grades
Curriculum
ssments
learners
Aana No 1


2

2
3
7
Aana No 2
2
2
3
3
3
8
21
Aleipata


8 1 8
8
25
Anoamaa 1

1
1

1
3
6
Anoamaa 2


3
3
2
6
14
Faasaleleaga
1
2
3

1
7
No 2
Fagaloa

3
2

1
5
11
Falealili

1
10

13
24
Itu Asau No 1

2
2


1
5
Itu Asau No 2
3
2
2
1
8
Itu o Tane No 1

1
7

3
11
Itu o Tane No 2


1
5

3
9
Lefaga

1
9
1 1
12
Lepa/Lotofaga
1
1


9 1 12
Palauli
1

2

1
4
Safata
3

6
7 3
19
Sagaga

1
2
3
Savaii Sisifo


2


3
5
Total 10
9
23
62
1
35
63
203

47



Teachers recommendations to improve MG timetabling

Like the MG syllabuses, MG teachers were also asked to provide realistic recommendations to
improve MG timetabling for their teaching careers. Table 20 shows that about two-third of teachers
strongly recommended MESC to rearrange the current timetabling to meet the needs of the MG
syllabuses. Other challenges are clearly defined in the data table for MESC to take into
considerations.



Table 20: MG teachers recommendations for MG timetable, 2008





Recommendations to improve MG timetable
Total
Percent (%)

Rearrange MTG timetable to match MTG syllabuses
114
56.2
Timetable must accommodate the different abilities of students
23
11.3
Conduct regular MG training for teachers
12
5.9
MG teaching can be successful if teachers perform well
10
4.9
Cut down subjects per day to extend teaching time
7
3.4
Need more teachers
5
2.5
Do not recommend Year 1 as an MG class
4
2.0
No problem
4
2.0
Increase salaries of MG teachers
2
1.0
NS
22
10.8
Total
203 100

48


5

Teachers’ perceptions & attitudes towards MG teaching


The successes and failures of any project such as the MG teaching in Samoa depended largely on
the social perceptions and attitudes of the persons implementing the activities. Hence it was
important for the study to find out these factors in order to find out where MESC stands at this
stage of the project and where the project is heading for the way forward. Table 21 lists the 15
Issues which were put across the MG teachers to indicate their opinions of such issues relating to
MG and MNG teaching in Samoa. The results are depicted on Figure xxii and it is up to MESC to
interpret how they feel about these results.

Table 21: List of 15 Issues on Perceptions and Attitudes towards MG Teaching in Samoa
1
Samoa needs MG teaching due to teacher shortages
2
MG pupils work along better with other classmates than MNG pupils
3
MG teachers can continue to help slow-learners in the next level because the teacher remains, not
MNG teacher
4
MG students can revise work in the next level from lower level classmates
5
Lower level MG students learn more quickly than MNG due to higher level classmates
6
Higher level MG feel more confident due to more responsibility in MG classes
7
MG students are more competitive and hard working than MNG
8
MG students are more independent due to one teacher and multi-classes
9
Smart pupils learn more quickly in MG due to independent work than MNG
10
More teaching methods & skills learned in MG than MNG
11
More organizational skills learned in MG than MNG
12
More skills in allocation & use of limited resources in MG than MNG
13
Better assessments & evaluations in MG than MNG due smaller classes
14
MG pupils are generally smarter than MNG students
15
I am happy to support MG teaching


Figure xxii: Proportion of MG teachers by type of perceptions & attitudes on

MG teaching, 2008

Yes
No
Not sure

100%


80%



60%


40%



20%


0%

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
List of perceptions and attitudes

49

6



Survey Recommendations

The study ends with the following recommendations that may be helpful for the way forward on
MG teaching in Samoa.

It is important to carry out regular evaluations of MG teaching in Samoa to identify issues
and gaps, and also to have regular contacts with teachers on the field

There is a need to conduct regular MGT trainings to support and strengthen the skills of
teachers on the field
There is a need to find other possible means of minimizing the shortage supply of teachers
to ease the workload on MG teachers like short-term teacher substitutes
The high number of pupils in MG classes needs immediate attention
It is important that all teachers have full supplies of teaching materials and resources in the
classrooms
It is high time that MESC develops a National MG Curriculum to ease the workload
of MG teachers and for consistency of teaching across all schools in Samoa
And lastly it is recommended that the Research Unit (PPRD) be responsible for all
Evaluations and Surveys not only to produce reliable data for policy-making but also to
provide an independent review of activities in other Divisions. It is recommended that they
purchase and use SPSS for statistical analysis or any other similar software.










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last updated Sat Sep 01, 2012