Asian Journal of Education and Social Studies

This study evaluated the implementation of the Multigrade Program across Northern Conner, Southern Conner, Kabugao I, and Kabugao II in the Division of Apayao for the school years 2023–2026. Utilizing a mixed-methods design, data were gathered from multigrade teachers and school heads (N=106). Quantitative findings indicated that the program operated at an "Implemented" baseline, with Kabugao II yielding the highest mean (M = 4.12). One-way ANOVA indicated no significant differences among districts regarding resource availability (F=1.18, p=0.32), readiness (F=1.45, p=0.23), and curriculum adaptation (F=0.98, p=0.41). However, significant variations emerged in teaching methods (F=3.72, p=0.01), proving delivery relies heavily on individual teacher execution. Qualitative themes highlighted resilient practices like the "Jump-Jump" strategy and cross-age tutoring, sustained by community capital. Conversely, critical challenges persist, including severe shortages of specialized materials, poor digital connectivity, and budget deficits forcing teachers to expend personal funds. The study concludes that reliance on this "Heroic Model" is unsustainable. Consequently, a Multigrade Enhancement Plan is proposed to secure targeted physical resources and administrative support structures for long-term institutional sustainability.