Cultural Responsiveness in Education and Academic Performance of Learners
DOI:
https://doi.org/10.65339/ijsair.V2.I1.127Keywords:
Cultural Responsiveness, Academic Performance, Culturally Responsive Teaching, Curriculum Integration, Inclusivity, Elementary EducationAbstract
This study aimed to determine the extent of cultural responsiveness in education and its relationship with the academic performance of learners in selected public elementary schools in Tanay District, Schools Division Office of Rizal during the School Year 2025-2026. The schools included Alas-asin, Cuyambay, Daraetan, Laiban, Mamuyao, Monte De Tanay, and Tablon Elementary Schools. Two groups of respondents were considered: 85 teachers and 105 learners. Teachers were described by age, sex, civil status, position, educational attainment, length of service, and in-service trainings attended, while learners were described by age, sex, sibling position, number of children in the family, parents’ educational attainment, occupation, and family income. Using descriptive survey research design and documentary analysis, data were gathered through researcher-made questionnaire-checklists and learners’ first-quarter average grades. Findings revealed that teachers perceived the extent of cultural responsiveness as very high, whereas learners perceived it as high. Significant differences were found between teacher and learner perceptions regarding culturally responsive teaching practices, curriculum integration of diverse cultural perspectives, and inclusivity in the school environment. Learners’ academic performance was significantly related to curriculum integration of diverse cultural perspectives, but not to teaching practices or inclusivity.The study concluded that teachers and learners hold differing views on cultural responsiveness in education. Teachers’ perceptions did not significantly vary across their demographic profiles, while learners’ perceptions of inclusivity varied significantly according to sex, fathers’ education, and fathers’ occupation. Recommendations include continuous advocacy of cultural responsiveness by school administrators, implementation of culturally responsive teaching practices by teachers, and the adoption of the proposed plan of action for school improvement. Further studies may explore additional variables to enhance understanding of cultural responsiveness in education..
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