CONTEXTUALIZING TEACHING PRACTICES IN A DIVERSIFIED CLASSROOM: AN ASSESSMENT

Percyveranda Lubrica, Janet Lynn Montemayor, Arnulfo Capili, Evelyn Angiwan
2017 Proceedings of the 31st International Academic Conference, London   unpublished
Managing diverse populations is one great challenge facing the Philippine society. Educators affirm that the classroom is diverse, but continue to treat all learners alike while paying lip service to the principle of diversity. This study looked into the extent by which teachers contextualize teaching and learning practices amidst diversity in cognitive preference modality and personal, academic status, demographic profile, and socio-economic condition. Teacher Education students from the six
more » ... ents from the six state universities and colleges in the Cordillera Administrative Region (n=715) were randomly selected to assess teachers regarding their level of effectiveness in managing diversity in various areas of pedagogical approaches while teachers (n=45) were purposively selected to validate data through a focused group discussion. Results show that teachers were competent but insufficiently observe students ' preferred teaching practices (mean=3.29, SD=.37), management of diverse learning environment (mean=3.21; SD=.46), and accommodation of diversity (mean=3.24, SD=.47). Analysis of variance and t-test for independent means revealed significant differences (p<.05) in ratings according to the respondents' cognitive modality, gender, ethnicity, degree program, academic status, and socio-economic condition. These variables bring about diversity in the classroom. A model for improving instructional practices and classroom management efforts addressing areas in teaching diversified group of learners is devised.
doi:10.20472/iac.2017.031.029 fatcat:kwqniftsnfefxnpgomlbpk6rmy