Summary a ph d thesis of pedagog study developing process of the multigrade class at primary schools in viet nam

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Ministry of education and training
Thai Nguyen university




Nguyen Huu Hanh




Study developing process of the multigrade class at primary
schools in Viet Nam.

Specialty: Methodology and his torical education

Code: 62.14.01.01

Summary a Ph D thesis of pedagogy

Thai Nguyen – 2011


The project was accomplished at hight school teachers’ college –
Thai Nguyen university.

The scientific guides:
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1 – A.vice phylosophy doctor: ðang Thanh Hưng
2 – A.vice phylosophy doctor: Nguyen Thi Tinh

The first opponent:
The second opponent:
The third opponent:

The doctoral thesis is conserved in front of the Board of
examiners of national level to hold a meeting.

High school teachers’ college – Thai Nguyen university.
At…………… …… , on………………
2011

Can find the thesis at:

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The general problems
1. The necessity of thesis:
- To lay down as a policy of our Party and State about educational
and training development in order to achieve industrialization, modernalization.
- As characteristic education of mountainous, far Remote – areas, we still
have a lot of difficulties and insufficiency.
- Developing the style of multigrad class at primary schools tends to create
a advantage our condition for the children in difficult areas going to school.
2. The purpose of research.
studying problems of practical argument on process of teaching and
development of multigrade class at primary schools, on this foundation, we
propose measures of developing this style in expanding educational system at
primary schools
3. Object and subject of study.
3.1. Subject of study:

Activity of style of multigrade class at primary schools in Viet Nam in
general and the Mekong Delta areas in particular.
3.2 Object of study:
The relationship between teaching and learning activities of style of
multigrade class at primary schools in difficult areas around the Mekong Delta
areas.
4. Supposition of science:
The development of universalizing education is a requirement of age, the
cause of industrialization modernization but in distant, remote and ethnic
minority regions of etc… meet a lot of difficulties about location of geography,
economic society, condition to expand education like urban central areas, a
dense population. Development of the model of multigrade class is the way of
expanding education in difficult areas and carrying out compulsory education. A
multigrade class is a from of organizing teaching multi – targets, multicontent,
and multiform about object. We can only teach a multigrade class effectively
when we analyse the structure of the model of the multigrade class, define
clearly effective condition on organization of teaching a multigrade class,
define the way of organization of teaching to develope its strong points and to
overcome limitations of organizing teaching a multigrade class.
5. Research mission.
5.1 Research theoretical problems in teaching multigraded class of primary
school.
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5.2 Research process of development in teaching a multigraded class of
primary school in the Mekong Delta areas.
5.3 To put forward developing measures of model teaching of a multigrade
class in primary schools.
6. Methodical Research:
6.1 Theorically methodical research groups

6.2 Practically methodical research groups
6.3 Mathematical method groups
7. New contributions of thesis
- The system of theorical problems in teaching a multigrade class and
summarize experience of developing process in teaching a multigraded class of
primary school from nineteen – seventy five (1975) until now.
- Compared with a style of multigrade class in many countries, on that
foundation, to bring out some summaries on developing problems of this style
contribute to developing education of mountainous, distant, remote, and ethnic
minority areas in Vietnam.
- To enrich more knowledge on historical pedagogy and to educate pupils.
8. Basical theoretical points need to be defended
To approach historical outlook about process of taking shape and
developing the style of multigrade class of primary schools in Vietnam is the
model of teaching which still exists and suits with condition of geographic
location, economy, party, regions in order to adapt the right for children to go to
school and develop education in the distant, remote regions.
9. Limited field of research:
The theme of thesis is study developing process of the multigrade class at
primary schools in mountainous, distant remcote, ethnic minority, island areas in
the Mekong Delta regions from nineteen seventy - five (1975) until now.
10. The structure of thesis
Besides the general problems, conclusion petition and appendix, reference
material of thesis consists of three chapters.
Chapter 1: Theoretical basis of developing the style of the multigrade class
at primary schools.
Chapter 2: Real situation develops the style of multigrade class at primary
schools in the Mekong Delta areas from 1975 until now.
Chapter 3: Measures develop the style multigrade class at primary schools
in the Mekong Delta areas

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Chapter 1
Theoretial basis of developing the style of the multigrade class at primary
schools.
1.1.History of researching problems
1.1.1 To research for developing the style of multigrade class at primary
schools in the world.
- Educational development of each country is always unequal, ununiform
in many regions, local and ethnic minority areas.
- The multigrade class has been in many countries not only in developed
economic countries such as the USA, France, Canada, Japan…but also in many
countries in our local zone.
- To research for the style of multigrade class approached from two points
of view: a multigrade class with different levels and a combined class with many
different races of students
1.1.2. Study developing process of the multigrade class at primary schools
in Vietnam.
The multigrade class has had historical development since time of
Vietnamese feudal society. That is the class of scholar, licentiate and of village
headmasters in the village.
Nowadays, even the early days of the establishment the democratic
republic of Vietnam, President Ho Chi Minh studied and instructed the model of
multigrade class education with in the style of mass education with the spirit can
be learned everywhere, anyplace, people who are able to read and write, can
teach unreadable and unwritable people, much educated people can teach people
with little knowledge.
After that, the author – Pham Minh Hac, with his research work of 10
years – illiteracy and compulsory primary education conllusion ( 1990 – 2000),

summarized his experience in eliminating and popularizing primary education
owing to experience to develop the model of the multigrade class.
Almost projects, articles are approached from a point of view theoreical
teaching and management in order to express real situation or conclusive
experience of teaching a multigrade class at primany schools and to put forward
developing measures of this model. There has been no research work developed
from a point of view historical pedagogy; therefore the author chose the topic to
make the thesis of post – graduate student.
1.2.The basic problems of teaching primary schools.
1.2.1.Characteristic psychology of pupils at primary schools.
The object of primary education level is the children from six to eleven
ages.
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The children at the age of primary education are entity being which come
into being and develop both in physiology, psychology and society.
The children gradually take part in social world of all relations. This is the
period of children who change from little play age to reach school age but
entertaining activities occupy main role. The pupils at primary schools are easily
suitable and receive anything new and always tend to the future. Children not
only remember very quickly but also forget very fast.
To chidren at the age of primary education, their perception express visual
sense, concrete thing, phenomenon and happening when they directly contact on
senses. Children at primary schools pay less intentive attention to something,
their abilities to read just attention without any strongly definite aim. To pay
attention to pupils of primary schools without clear intention develops owing to
new sudden unusual things to attract children’s attention. The attention without
any definite aim becomes more powerful when the teacher use beautiful, strange
teaching aids which reminisce about active emotion to the children.
Memory takes a specially important role in the life and activity of people,

owing to memory which people accumulate fund of experience to apply in their
life.
Pupils of primary schools have visual memory – developing image which
gains the upper, have much more memory the word –“ logic”, the teachers must
stimulate the development of keeping something in their mind. It is meaningful
to the pupils of primary schools, so that they know the meaning of material for
better memory.
Inmagine is one of the important knowledge processes of grade schoolers.
Imaginary process of the pupils are still scattered, less organized; pictures
of imagine are still simple, changeable, skakeable. In teaching at primary
schools, teachers need to have active, lively, teaching method in order to come
into being symbols in learning for primary school pupils.
Thought of primary school pupils develops from visual teaching aids
gradually transfers the general in the last class of the high school. In teaching,
teachers need to guarantee the visual trait expressed by employed real people
and true events.
Personality is an attribute of complex psychology of individual. Primary
school pupils usually have good manner such as unaffection, Keenness, charity,
unsel - fishness. In order to educate primary school pupils becomes good
character we must pay attention to build three healthy educational environments:
school, family and society.
To become primary school pupils, aware demand, learning demand are
children’s natural demands. To pupils, feeling is an important part to combine
awarness with children’s activities. The feelings of primary school pupils are
come into being in children’s life and the process of learning.
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In primary education, together with development and expression of intellectual
ability in studying, some children have the symbol germ of concrete aptitude
such as: an aptitude for mathematies, drawing and poetry…

Characteristic psychology of ethnic minority pupils expresses in thought of
logical language in order to stop in concrete visual level
1.2.2.Structure, mission and nature of process teaching primary education
Structure of process teaching primary education consists of a system of
constructural compoment which has a united, dialectical relation to each other.
The target of primary education: “ Equip for pupils a system of initially basic
knowledge, come into being in pupils, fundamental skills, foundation, develop
interesting learning of pupils, carry out aims of the whole education to the
primary education pupils”
Nature, characteristic of process teaching primary education; teaching must
direct into pupils’ self - knowledgeable activities, while teachers are only
supporters and leaders.
1.3. Theoretical foundation of development in the style of multigrade class
at primary schools.
1.3.1. View point of development
Development is known as growth, evolution in an active tendency, and
advance.
Developing the style of multigrade class in primary education is creating
new values of this style in quality, completion with an active tendency.
Developing the style of multigrade class in primary education means with a
view to complete the result of teaching this style and improve contimously in
order to enhance raise the quality of teaching of multi – graded class in difficult
condition and situation to complex objects.
1.3.2. Characteristic, nature of process teaching a multi – graded class in
primary schools.
When thinking of a multigrade class, we have two different ways to
approach.
The first approach: a multigrade class is a class which consists of pupils
with two or more classes in many different grades to be added up into one class
for convenience in organizing teaching.

The second approach: a multigrade class is a class consisting of pupils with
many different graded and there are usually from two to several groups with
different level in each class
Teaching a multigrade class is a process in which the teacher’s decisive
role in the organization, guidance, conduct the number of pupils in the whole
class with different levels to achieve targets and mission of learning in order to
complete and develop pupils’persomality to tally.
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A multigrade class is a form of organizing teaching, a teacher is in the
same class, time, organize learning for many groups of pupils with many
different levels.
There is no measure of practical management for the activities of teaching
multi grade class in schools (7/94, rate 7,6%)
Processing development of style of multigrade class at primary schools from
1975 until now, in general all over the country; in particular, in the Mekong
Delta areas contributed to important achievement in carrying out the national
targets about eliminating illteracy and universalizing primary education
especially children with difficult situations and children of the ethnic minority
people, who can go to school to complete their primary education. A muiltigrade
class actively contributed to achieve effectively educational socialization,
diversify styles of learning to satisfy demands of learners, enhance intellectual
standards of the people, educate human resources, cultivate talented persons to
serve process of industrialization, modernization of our country.
Summary of chapter 2
- The model of teaching a muiltigrade class in the Mekong Delta river
regions is still main existence of a muiltigrade class with two different levels.
- In previous years, we couldn’t reject the model of teaching a muiltigrade
class because the condition of learning, economy, geography is inconvenient.
- The quality of its learning is still lower than a single class, it is really

caused by many different reasons:
+ Limited ability of the teachers
+ Managerial staff of schools are not really interested in it.
+ Pupils of the ethnic minority are limited by their abilities and skills of
communication and integration.
+ Language difference between the teacher and pupils of ethnic minority.
These practical establishments help the author of thesis enable to put
forwards to measures in order to develop the style of teaching a
multigrade class at primary schools in the Mekong Delta regions.
Chapter 3
To put forward the measures to develop the model of muiltigrade class at
primary schools.
3.1. The text of law principle develops the style of muiltigrade class at
primary schools.
i. Build a learning society for everybody
ii. Guarantee the right and duty of children.
iii. The law of primary educational universalization
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iv. The law to protect, look after and educate.
v. The basic character of children socialist education.
vi. The strategy of development in the Mekong Delta regions.
3.2. The system of measures
3.2.1. To improve the recognition of managerial staff, teachers and social
forces about the role of the style of muiltigrade class at primary schools.
The target of measure: “To improve the recognition of managerial staff,
teachers and social classes of indispense which is implemented the style of
muiltigrade class in difficult regions and necessity must develop the style of
teaching the muiltigrade class in the Mekong Delta regions. Which will
contribute to enhance the quality of teaching this style of muiltigrade class”.

Content and the way of execution:
- The purpose of organizing the muiltigrade class at primary schools with a
view to carrying out the target of primary education.
- Educational managers must master and apply concretization of line, lay
down as a policy of education,
Party and government creatively, and requirement and practical condition of
many fields in local region to guarantee practicability, real effection of
activities. Educational and training career must inherent in serving political,
economical, cultural mission in local region.
- Schools take a central part in combining local authority with pupils’
parents, social organizations, unions to recognize necessity of maintenance,
development of the style of the muiltigrade class in order to guarantee the
educated, learned right of the children living in distant, remote mountainous
spine, difficult regions.
- Manegerial staff have to strengthen educational idea of teachers, teaching
the muiltigrade class makes them recognize their right role, responsibility in
building and developing this style of muiltigrade class.
The condition to achieve measures:
- We need to have mechanism of activity for the style of muiltigrade class.
- School keeps the active role, combines with local authority in order to do
the good task of educational socialization.
3.2.2. Innovate the target of the muiltigrade class program in order to
heighten the quality, teaching effection.
The target of measures is to carry out the right which is developed, taken
care of, protected and studied for the children.
Content, the way to express the measures. The content of teaching program
are to consider, the pupils as the centre. The content of teaching a muiltigrade
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class is designed which is based on standard knowledge, skill of leaving school

to suit to the characteristic model of teaching, level of pupils, openly designal
program, express the equality of opportunity and learning condition, develop
individual ability for suiting to different parts, regions.
The content of teaching a muiltigrade class is divided into classes integrated
and particular content for each group of level.
Conditions to carry out the measures:
- The authority and social community in local region must have solutions.
- Children’s family must make the convenient conditions.
- School makes the condition the class near the children’s school…
3.2.3. Lesson plan of the muiltigrade class towards co- operated teaching
agrees with teaching target and objects of pupils are parts and regions, teaching
condition the target of measures: To organize for teachers who increase their
capable design of a muiltigrade lesson with co – operated teaching in order to
make the teacher as the leader the process of control and organization of pupils’
learning activities, predict the situation which can happen and find out the way
to solve it effectively best.
Content of measures: to organize for teachers who increase their capable
design of a muiltigrade lesson with co – operated teaching for the pupils in
primany schools and progressive discuss in order to unify in structure of a
muiltigrade lesson plan towards the co – operation teaching.
Condition to achieve measures: teacher must master target, content, teaching
program of each level group, seize characteristics of each subject and
continuation between the subjects and different level group, master
characteristics, level knowledge of pupils, material facilities of school. Teachers
must have skillful design of a multigrade lesson plan in procedures of
technology which is different from the tast of preparing a single – class lesson
plan.
3.2.4. Innovative methods of teaching a muiltigrade class in order to
improve teaching co – operation, to increase the quality and result in teaching.
The target of measures: Innovative methods of teaching a muiltigrade class

at primary schools is one of measures to increase the quality of teaching a
muiltigrade class, effective process of teaching a muiltigrade class which is
influenced directly of teaching method by this model, having particular aim,
content and the way of implementation. It requires the teachers who have to co –
operative teaching method with different level groups at the same time.
The content of measures: Teachers must have skills in applying method,
teaching technology in order to combine harmony between group community
and individual teaching.
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There are a large number of styles in organizing teaching, which are
especially applied in a muiltigrade class.
- To organize teaching in the whole class
- To organize teaching in each level group
- To organize teaching directly an individual.
- To organize independent activity for pupils
3.2.5. To innovate method of inspection, value result of teaching a
muiltigrade class.
The target of measure: inspect, value are the last stage in process of teaching
but concurrently it is also the beginning of recurrent teaching continuation.
Content of measure: innovate inspection, value: is one of three important
problems in innovating popular education.
Condition to achieve measure: teachers should have a set of standard
instrument and schools need to have measure to support teacher in inspection,
value the effective implemention.
3.2.6. Project a network of muiltigrade class system in areas.
The target of measure: develop a network of popular high schools
throughout the country. To built in each area of village, ward or in thinly
populated areas, a cluster of villages, wards, there is at least one primary school
and a junior hight school which can attain national standard.

Content of measure: department of education and training supplies concrete
guidance to education services to co – ordinate with the local authority, project
network of primary schools in order to satisfy the educated requirement and the
learned right for every child.
Condition to achieve measure: the local authority, managerial staff,
teacher must have the right recognization. Do good propaganda, agitate people
and social forces to take part in a campaign for pupils’ going to cshool, and to
build schools. Government needs to have special support about material
facilities…
3.2.7. To strengthen material facilities, finance to supportive development of
multigrade class.
The target of measure: to strengthen material facilities, equipment to serve
teaching and learning is one of very important and necessary conditions and
means especially in remote, far away, high mountainous regions and islands.
Content of measure:
- To achieve program of solidifying schools, classes and teachers’ official
business house.
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- To achieve advocacy of educational socialization to accord to particular
trait of economy, and social condition in each region.
- The local authority need to have policy of socialzation, encourage;
invesment to develop education and training specially difficult ecomonical
and social regions and ethnic minority regions.
- To mobilize sources of assisting finame of non – government
organizations or of traders to develop primary education in difficult regions.
- To bring into play an important role of pupils’ parents, cadres, teachers in
doing invovation preservation, and application means of technology in
effective teaching
Condition to achieve measures:

- Need to have a mechanism of policy to accord to the development
difficult regions in the Mekong Delta areas.
- Managerial staff and local authority must join in educational department
in order to heighten material facilities.
3.2.8. To organize teaching the model of multigrade class in primary schools
with two levels and two peoples in the same class.
- The target of measure: The target of measure is to enhance the quality of
teaching and learning multigrade class at primary schools in new stage in order
to satisfy requirent of society, to serve process of industrializtion and
modernization nation. Concurrently, to shorten unequal distance of educational
quality between multigrade class and a single class at primary schools nowadays
in the Mekong Delta regions.
- Content to achieve measure: to achieve content of program teaching a
multigrade class of primary school with two levels and two different peoples in
the same class follows accurately primary subject, including compulsory
subjects are more self chosen subjects which are right regulation of
promulgation of minister of education and training.
- Condition to achieve measure: to organize a multigrade class of primary
education is not more than two levels and two different peoples; The number of
pupils in a multigrade class is not more than fifteen pupils. The class is right
model with school yard drilling ground, elabrate work, toilet, clean water tank,
ete…There are full of text books, reference books and teaching aids to serve
teaching and learning multigrade class of primary school. There are primary
teachers with extra – attained standard ( a teachers’ college), experienced and
enthusiastic – teaching in a multigrade class. If teachers teach in the ethnic
minority regions of Khmer , they will know Khmer language: school, family and
social community have to co – operate firmly to implementate management and
supervise children’s learning. Local authority need to be interested in organizing
multigrade class, to built environment of healthy an secure education, to built
system of rural communication, to achieve abolisling the condition of hunger

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and better the life of the people, to improve and to enhance (to raise) the living
standard of the masses.
3.2.9. Relationship between measures put forward for discussion.
- These above measures of proposal have a unique and dialectic relationship
together.
- These measures need to be carried out synchronously, and connectively in
unique regime in order to enhance teaching and learning multigrade class of
primary schools in difficult regions.
3.3. Experimental confirmation of measures put forward for discussion.
3.3.1. To experiment practicability of measures put forward for discussion.
Table 3.1: General idea’s result of objects about the pressing and necessary
measures.


LEVEL
MEASURES
Very pressing
and necessary

Pressing and
necessary
Unpressing and
unnecessary
1- To enhance recognition of
managerial staff, teachers and social
forces about role of style of multigrade
class at primary schools.
75,8 22,2 2,0

2. To innovate target of content
program of multigrade class in order
to enhance quality and effective
teaching
73,9 24,7 1,4
3. To design the lesson of multigrade
class agrees with the target of teaching
and object of pupils in different
regions condition of teaching
77,2 22,2 0,6
4. To innovate teaching method a
multigrade class in accordance with
strengthening co – operative teaching
in order to enhance the quality and
effective teaching
82,5 17,5
5. To innovate method of inspection
value the result of teaching a
multigrade class
78,1 21 0,9
6. To reproject network of system a
multigrade class in areas
63,3 36,7
7. To in crease material facilities
supportive finance to develop a
multigrade class
63,3 35 1,7
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Result of treatise is seen that most of people who are sought a consensus
agree to measures in which the author of a graduation thesis builds… The
opinion values in a very pressing and necessary level and very realizable to
reach the proportion is higher than other levels. This proves that measures are
built are accorded, satisfied requirements of development the style teaching a
muiltigrade class of primary level nowadays.
3.3.3. Experiment of Pedagogy
3.3.3.1. To organize experiment of Pedagogy:
i. The purpose of experiment Pedagogy
- To confirm realization, unshaKeability and ease brings into play chosen
measures.
- To affirm an active effect on measure put forward for discussion.
ii. To limit problems, sphere of experimental areas.
- During the period of two months (from April to May of 2009) prepares and ten
months activity of teaching and learning from the beginning of school year 2009
- 2010 until the end of school year 2009 – 2010.
- To choose Giong Rieng district, Kien Giang province is located in the Mekong
Delta area as an experimental area.
iii. Define criterion and choose experimental object.
An experimental model:
- Criterion.
+ Choose a number of teachers directly teach multigrade class
All of the teachers directly teach classes at primary schools having multigrade
classes in areas of Giong Rieng district.
+ All of the teachers directly teach multigrade class having both Kinh race
pupils and minority Khmer pupils.
+ More representation and generalization but it’s not too specific
- Define chosen model
iv. An experimental object: are 24 pupils in a multigrade class (grade 3 + 4) at
Ban Tan ðinh 2 primary school.

v. An experimental content:
- Design lesson plan in a multigrade class with a two level group
- Innovate teaching method
- Criterion
+ Have to be a model confronts with the experimental witnesses which are
rather stable.
+ Organize activities has recognized legal man.
+ Have length of teaching service more three years activity of teaching.
+ The leader must agree and join in evaluation
+ Representation of experimental models of other solutions
- Choose models to confront with the witnesses
+ Choose pupils in single class of Thanh Hung 2 primary school as a control
experimental class, grade 3 with 23 pupils and one class, grade 4 with 22 pupils.
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+ Choose one multigrade class (grade 3 and 4) with 25 pupils of Long Thanh 5
primary school as a multigrade class of control experiment
3.3.3.2. Process and experimental method.
i. Stage 1: prepare experiment including the following steps.
- Step 1: work with the leader of education service of Giong Rieng District.
+ Choose model to experiment: choose one multigrade class (grade 3 + 4) of
Ban Tan ðinh 2 primary school as an experimental class with 24 pupils.
+ Choose model to confront with the witnesses:
- Step 2: work with the leader of education service of Giong Rieng to choose
teachers and participation of collaborators.
- Step 3: Determine standardization and qualification of criterion about quality
and practicability, we use two systems to value:
+ System to value effection
+ System to value practicability
- Step 4: to drill, expand, grasp thoroughly regulations at primary schools and

circular number 32 on october 27
th
2009 of Minister of Education and training to
teachers and unify estimation and classification.
ii. Stage 2: Carry on, expand and experiment
- Step 1: To evaluate at the beginning of the enrollment of the model of
experimental group and the model of confrontation with the withnesses group.
Table 3.1. A frequent allotment list and the amount of the average mark of
the beginning enrollment.

The result of in spection of the beginning enrollment
(the beginning of the first term)
School’ s
name


Good Fairy Average

Weak Race Pupils
Quantity 1 14 8 2* 4 25
Long Thanh
(A
multigrade
class of
confronation
with the
witnesses)
Rate of
occurence
4% 56% 32% 8% 100%

Quantity 1 17 5 2 23%
Thạnh Hung
2(A single
class of
confrontation
with the
witnesses)

Rate of
occurence
4,35% 73,91% 21,74% 100%
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Quantity 0 14 7 3* 5 24
Ban Tan
ðinh 2(A
multigrade
experimental
class)
Rate of
occurrence

0% 58,33% 29,17% 12,5% 100%
Quantity 6 10 6 1 22
Thạnh Hung
2(A single
class of
confrontation
with the
witnesses

Rate of
occurence
32,5% 45% 32,5% 100%

* Note:
- A multigrade class – confrontation with the witnesses ( Long Thanh 5)
has two weak pupils, one of whom is a Khmer pupil.
- A multigrade experimental class ( Ban Tan ðinh) has three weak
pupils, two of whom are Khmer pupils.
Step 2: To evaluate the leaving school of the model of experimental group and
the model of confrontation with the witnesses group. To inspect standard of
knowledge of 94 pupils. The result of inspection is:
Table 3.2. A frequent allotment list and the amount of the average mark of the
leaving school.

The result of inspection of leaving school the end of
the second term
School’ s
name


Good Fairy Average

Weak Race Pupils
quantity 2 17 4 2 23
Thanh Hung
2 ( A single
grede 3 class
of
confrontation

with the
witnesses)
Rate of
occurence
8,70% 73,91% 17,39% 100%
Quantity 2 18 4 5 24
Ban Tan
ðinh 2( A
multigrade
experimental
class)

Rate of
occurence
8,33% 75% 16,67% 100%
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Quantity 7 11 4 1 22
Thanh Hung
2 ( A single
grade 4 class
of
confrontation
with the
witnesses

Rate of
occurrence

31% 50% 19% 100%

Quantity 2 17 6 4 25
Long Thanh
5 (A
multigrade
class of
confronation
with the
witnesses
Rate of
occurence
8% 68% 24% 100%

The process to experiment these two above measures affirmed put forward
measures in order to develop the model of multigrade class at primary schools in
the MeKong Delta areas which are practicable, and have an effect on increasing
effect of process teaching a multigrade class of primary education.
Conclusion of chapter 3
The measures to develop the model of multigrade class of primary education
put forward with a scientific, exact foundation of each part and areas in
accordance with characteristic, aware standard of primary pupils.
The measures put forward are confirmed by experiment therefore they have
practicability, and we can expand and apply them widely at primary schools in
the Mekong Delta areas.
Conclusion and recommendation
1. Conclusion.
In general, the organization of the multigrade class teaching and particularly,
multigrade class at primary schools is carried out not only in many countries all
over the world but also in Vietnam.
In Vietnam, a model of multigrade class has dated back from the feudal
society. It has contributed actively to the eradication of illiteracy, increased

intellectual standards of the people throughout “ eliminate illiterate compaign”,
the popularrized learning movement”, universalization of primary education and
made conditions, chances for the pupils to go to school.
Teaching multigrade class is a process the teacher organizes two or more
groups of the pupils who have different levels and carry out different goals and
missions of learning at the same time and place.
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Developing the model of multigrade class of primary education is making
it become its new values of quality, completion with positive tendency. The
development of multigrade class teaching leads to keep quality up primary
education, to increase intellectual standards of people, to create human resources
to contribute to the development of economy, society, and politics in areas of
ethnic minorities in far away and remote regions, islands. It makes equality and
there are occasions of development for every body and every country or
nationality.
Teaching a multigrade class has not only its own features, nature, specific
characteristics, but also its private teaching method and form, the quality and
effect of teaching a multigrade class depends on the teacher’s abilities,
organization and control. It is still according to not only the teacher’s trained
level but also students’ awarness, attitude and active learning. It also depends on
the relationship between teachers and students’ parents, and material facilities to
serve teaching and learning activities in a multigrade class. Moreover, social
community is also interested and share in developing the style of this multigrade
class.
Although the quality of teaching in multigrade class of primary education in
the Mekong Delta areas has been improved gradually during many pass years
compared with the general requirements, the quality of a multigrade class still
need increasing.
Through practical demonstration, although there is a restriction of the model

of multigrade class in the Mekong Delta areas, it is still a form of learning which
depends on people’s educational system. This model has contributed
considerably to attracting children living remote, disadvantageous areas;
especially in the mountainous regions, lack of means of transportation and
inconvenient travelling.
In developing process, practical confirmation is affirmed that the model of
multigrade class at primary schools has a basic, permanent nature but it is not a
contemporary measures and situation. Therefore, let’s study and put forward the
measures of development in the model of multigrade class at primary schools in
disadvantageous, remote areas. It is the task that has a practical, logical
meaning.
The measures to put forward have scientific foundation, in accordance with
condition of areas, parts and effect of increase the quality of teaching and
learning a multigrade class. Through that, to complete and develop the quality of
the model of multigrade class, measures are tested by real practicability.
2/ Recommendation
In practical life, we give some recommendations about organizing a model of
multigrade class of primary education with educational quality and effect.
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1. Our state continues to invest material facilities, classes and schools, which are
in strict accordance with procedure, teaching equipments, textbooks, and
refernce books.
2. Teachers, educational cadres, basic militants need to have reqularly trained
improved continuous plans, of educational target, content, meaning and
activities of model multigrade class.
3. Our state has to pay attention to foster the language of ethnic minority for
primary teachers.
4. Our state needs to have satisfied regulation and policy to the multigrade class
teachers.

5. Our state and Ministry of Education and training have to promulgate
particular policies to accord to economical, social conditions of each part, region
from which we create “ emphatic point” to push up educational and training
cause in the whole country developing altogether.
6. Ministry of Education and Training has to have a scheme of investment and
development the hope of educational level in which we are particularly
interested in remote, rural, mountainous areas and ethnic minority region in
order to help the children who are used to their classes, their letters, words and
language and to create more convenient conditions for the children in grade 1.
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THE LISTS OF PROJECTS OF AUTHOR
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1. Nguyen Huu Hanh: The current situation of teaching with combine classes at
primary schools the Cuu Long delta area. Educational journal, n.212, period 2 –
April, 2009.

2. Nguyen Huu Hanh: Some measures of organizing the model of combined class
at primary schools in Cuu Long delta area. Educational journal, n.212, period 2
– September, 2009.

3. Nguyen Huu Hanh: Renewing the methods of teaching combined classes in

primary schools. Educational journal, n.232, period 2 – February, 2010.

4. Nguyen Huu Hanh: Applying cooperative teaching in the model of combined
class teaching at primary level. Educational journal, n.236, period 2 – April,
2010.

5. Nguyen Huu Hanh: Current situation of delveloping the model of combined
class at primary level in Cuu Long delta area: achievements and limitations.
Educational journal, n.265, period 1 – July, 2011.