Exploring the challenges and strategies of multigrade teachers in implementing reading remediation sessions

Abstract

This study explored the difficulties encountered and the strategies employed by multigrade teachers in the Bangui District during reading remediation sessions. Using a descriptive qualitative design, data were collected through an open-ended Google Form survey distributed to 15 multigrade teachers. The study aimed to identify the challenges faced in managing diverse learners, addressing differences in reading levels, and coping with limited time and instructional resources, as well as the strategies used to overcome these difficulties. Findings revealed that teachers experience challenges such as short learner attention spans, misbehavior, lack of motivation, and scarcity of reading materials. In response, teachers employed adaptive strategies including grouping learners by reading ability, peer tutoring, repeated reading exercises, use of visual aids, modularized instruction, and integration of community and parental support. Professional development activities, such as Learning Action Cells (LACs) and teacher trainings, also enhanced teachers’ remediation practices. The study highlights the resilience, creativity, and commitment of multigrade teachers in ensuring learning continuity despite the constraints of multigrade classrooms. The findings provide insights for school administrators and policymakers to support effective remediation programs in rural and resource-limited settings.