CONTEXTUALIZING TEACHING PRACTICES IN A DIVERSIFIED CLASSROOM: AN ASSESSMENT

Percyveranda Lubrica (), Janet Lynn Montemayor (), Evelyn Angiwan () and Arnulfo Capili ()
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Percyveranda Lubrica: Benguet State University
Janet Lynn Montemayor: Benguet State University
Evelyn Angiwan: Benguet State University
Arnulfo Capili: Benguet State University

International Journal of Teaching and Education, 2018, vol. 6, issue 2, 108-124

Abstract: Managing diverse populations is one great challenge facing 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 looks 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 state universities and colleges in the Cordillera Administrative Region, Philippines (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

Keywords: cognitive preference modality; pedagogical approach; classroom diversity; teaching practices; differentiated instruction (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2018
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