Multi-grade classrooms, in which the teaching process is carried out with a single teacher in a class with students from more than one grade level, have a distinctive operation. This situation makes it compulsory for multi-grade classroom teachers to employ some different practices in the teaching process compared to other teachers. For this reason, it is important to choose an effective method and technique in multi-grade classrooms and to apply the chosen method and technique correctly. When the literature was examined, it was seen that the studies on the effectiveness of the methods and techniques used in the teaching process in multi-grade classrooms were limited and there were no studies containing any meta-evaluation on this subject. It is thought that the results of this research will contribute to the literature on the effectiveness of the methods and techniques used in the teaching process in multi-grade classrooms. In line with the aforementioned importance, the aim of this research is to determine the effectiveness of the methods and techniques used in the teaching process in multi-grade classrooms. For this purpose, meta-thematic analysis of postgraduate theses on teaching in multi-grade classrooms was made. Postgraduate theses published in Turkey, the research subject of which is multi-grade classrooms, were included in the analysis process. A search was carried out using the keyword ‘multi-grade classroom’ in the Higher Education Board Thesis Center. The studies reached as a result of the search were examined according to the inclusion and exclusion criteria and the analysis process was launched. Criteria for inclusion and exclusion were determined as out of the scope of the subject, the suitability of the research method, the suitability of the data, and the saturation of the data. It was deemed appropriate to include 20 postgraduate theses in the meta-thematic analysis considering the criteria. The raw data (interview, observation, etc.) of the studies included in the analysis process and the main theme, sub-theme, code, and concepts were examined. Then the parts suitable for the purpose of the research were separated and transferred to the computer. In the following process, the studies were re-examined according to the research problems and the upper themes were created for the data of each study. Each study examined was coded as T1, T2, … (T: Thesis) in relation to the type of study, and these codes were used in the study. Meta-evaluation was made on the main theme, sub-theme, code, concept, and raw data by content analysis, and upper themes and concepts were reached. The themes, sub-themes, and concepts created as a result of the analysis were visualized and interpreted. In the following process, direct quotations from the studies included in the analysis supporting these interprets were included. Research findings revealed that the methods and techniques used in the teaching process in multi-grade classrooms are more limited than in single-grade classrooms. It determined that methods and techniques such as drama, educational games, question-answer, brainstorming, field trip, and concept cartoons are used in the teaching process in multi-grade classrooms and that these methods and techniques are effective in the teaching process. It showed that these methods and techniques used in the teaching process provide benefits to teachers such as classroom discipline, classroom control, the openness of the learning environment to alternative activities, and reducing the workload of the teacher. The results also showed that these methods and techniques benefit students academically and socially.

Keywords: Multi-grade classroom, method, technique, meta-thematic analysis.