multi-grade classes

Multi-grade classes are one of the realities of our educational system. Academic motivation is known as a challenge for educational systems in developing countries. According to the rapid advances in science and technology, the utilization of blended learning seems to solve this challenge. This study aimed to investigate the effectiveness of blended learning on students' academic motivation in multi-grade classes. The study was quasi-experimental with a pre-test-post-test design with the control group. The statistical population was all students of primary multi-grade classes in Ghaen (n=2200 with 160 classes). The statistical sample was 28 multi-grade students selected using the two-stage cluster sampling method. Also, to collect data, Harter's academic motivation questionnaire was used with Cronbach's alpha of 0.92. The SPSS application and covariance test used to analyze the data. The results showed that academic motivation scores in the experimental group were more than the control group (p≤0.05, f (25.1) = 4.23). According to ETA squares, the blended approach explains 37% of the variance of academic motivation post-test scores (p<0.05, ŋ2=37%). According to the findings and the challenges of teaching in multi-grade classes, this method is not just one option but seems to be the best solution for resolving multi-grade problems.

Purpose: Considering the importance of curriculum for different classes, especially for multi-grade classes, the present research was conducted with the aim of validating and presenting the curriculum pattern of multi-grade classes of elementary school. Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed. The population of the qualitative part of the current research was the documents related to the research field in scientific databases of internal (1391-1402) and external (2013-2023), which numbers of 27 document were selected as a sample with using the purposive sampling method. The population of the quantitative part of the current research was the experts familiar with the field of research, which numbers of 25 expert were selected as a sample with using the purposive sampling method. The research tool in the qualitative part was taking notes from the documents and in the quantitative part was answering about the validity of the designed pattern with the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. The data of the qualitative part to present the curriculum pattern of multi-grade classes of elementary school were analyzed with the meta-synthesis method in MAXQDA version software, and the data of the quantitative part to validating the mentioned pattern were analyzed with the one sample t-test in SPSS version 23 software. Findings: The findings showed that the curriculum pattern of multi-grade classes of elementary school had 157 indicators in 28 components and 10 dimensions including the logic, purpose, content, learning methods, teacher, materials and resources, student, time, place and evaluation methods, which based on it, the pattern of dimensions and components of curriculum of multi-grade classes of elementary school were drawn. Other findings showed that the curriculum pattern of multi-grade classes of elementary school was valid based on the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. Conclusion: The designed curriculum pattern of multi-grade classes of elementary school in the present research can help experts and planners in improving the curriculum status of multi-grade classes.