Effectiveness of Multi-Grade Classes: Cooperative Learning as a Key Element of Success

Although there is widespread agreement in the literature that negative attitudes and perception toward the multi-grade classes prevail, yet review of the research reveal inconsistent results to the effectiveness of the either groups in terms of academic achievement. Considering the inconsistencies in research findings, this research aim to illustrate this question: Whether there is a significant difference in the level of mathematic academic achievement, social skills and self-esteem among single-grade and multi-grade elementary students. In order to explain the contribution of single-grade and multi-grade classes in the above dependent variables, the participants (268 male & female from both groups) completed three scales (self-esteem, social skills, and math achievement). The analysis of the data revealed that: 1) There was a significant difference between the two groups concerning social skills, and math achievement, with the superiority to multi-graders. 2) There was not a significant difference in the level of self-esteem between the two different classes. 3) In the subscales of self-esteem (achievement self-esteem) the multi-grade students were superior to the single graders.