A Look at the Academic Benefits of Multi-age Science Instruction in Kindergarten

Abstract

Multiage classroom instruction is currently receiving more attention in the public schools in the United States. The opportunity to teach in a multiage setting is becoming more readily available to educators. The primary objective of this research is to study the effects of multiage grouping on the levels of knowledge and comprehension of kindergarten students. The researcher instructed using single grade and multiage groupings to see if in effect there was a difference in the performance of the kindergarten students. Students were assessed and the results were then compared. The results obtained by this research were not statistically significant, but the research suggests many positive reasons for multiage groupings and the researcher feels that longer and more in depth studies are needed in the area of Science instruction in the multiage classroom.