Perceived Culturally Responsive Pedagogy of Teachers

and Classroom Climate Among College Students

A Research
Presented to the Faculty of the City College of Davao

Magoncia, Divine Fiona Chariel N.

Carillo, Antonio III A.
Palacat, Emman A.
Padon, Joy-Ann L.
Niñeza, Nikka D.

MAY 2024
 CHAPTER 1

INTRODUCTION

The perceived culturally responsive pedagogy of teachers and classroom

climate among students. A vital element of student involvement and academic

achievement is the classroom climate, which is the general mood of the learning

environment that includes feelings of safety, respect, inclusivity, and support.

Culturally responsive pedagogy (CRP) has been promoted as a way to improve

classroom atmosphere in varied educational settings by recognizing and

incorporating students' cultural backgrounds into teaching methods. Despite the

established advantages of CRP, not much study has been done specifically to

investigate how the classroom climate is influenced by students' opinions of their

teachers' culturally responsive practices. Unfortunately, some schools struggle with

negative school climate which results in low student achievement, a high number of

discipline referrals, a lack of connection and positive relationships (Inlay, 2016).

Some communities are less likely to have positive classroom climates. In

particular, many students who belong to ethnic minorities are more likely to be

placed in classrooms where quality interactions do not usually occur. As a result,

these children are often at greater risk of underachieving and not fulfilling their

potential (Langeloo et al., 2019). In USA, it was supported by research on middle

school students that healthy school climate has also been proven to reduce student

misbehavior, including classroom misbehavior, number of school violations, and

negative attitudes (Gase et al., 2017). In Indonesia, researched showed that student

perception of a negative school climate had an effect of 58.7% on their poor

academic performance. The study recommended that schools in Indonesia should

create a positive school climate to create optimal student development by creating a

strong commitment to peaceful thinking for all school members (Saputra et al.,

2020).

In the Philippine setting, specifically in Tuguegarao City, the classroom

environment has a significant influence on the student's academic performance

(Pajarillo-Aquino, 2019). Even though Culturally Responsive Pedagogy (CPR) is

widely recognized as important, there isn't much empirical data connecting teachers'

culturally responsive practices to particular aspects of the classroom climate. In

Kidapawan City, research showed that classroom climate, significantly affects the

school’s performance in reducing dropout rate and lowering the number of

incidences of violence (Pamaos, J., 2022). This research highlights the importance

of classroom climate on student involvement and academic achievement, noting that

despite the recognized benefits of CRP, there is a lack of specific research on how

students' perceptions of their teachers' culturally responsive practices influence the

classroom environment.

Significance of the Study

The study will provide significant insights for various stakeholders in the

educational ecosystem. The implications of this research are substantial and cater to

a broad audience including teachers, students, parents, and future researchers.

College Administrators: This study can help administrators understand the

impact of culturally responsive pedagogy on classroom climate, enabling them to

tailor professional development programs for teachers and create supportive

environments for diverse student populations.

Teachers: May improve the classroom climate by being aware of how their

pedagogical choices impact it. This highlights the need of culturally sensitive

teaching methods in fostering a respected learning environment.

Students: Understanding how culturally responsive teaching influences

classroom climate can empower students by fostering a more supportive and

inclusive learning environment where their cultural identities are valued, leading to

improved academic outcomes and overall well-being.

Parents: The study highlights the importance of culturally responsive

pedagogy in promoting inclusive classrooms, encouraging parents to advocate for

culturally competent education and support their children's learning at home.

Policy makers: This research suggests that policymakers can promote

culturally responsive teaching practices, enhancing classroom climate and student

outcomes, and advocating for cultural competence inclusion in teacher training

programs.

Future Researchers: This study enhances knowledge on culturally responsive

pedagogy and classroom climate, providing a foundation for future research on long-

term effects and effective teaching strategies for diverse student populations.
 Statement of the Problem

This study aims to determine the difference between the Perceived Culturally

Responsive Pedagogy of Teachers and Classroom Climate among College Students

in the school year 2024-2025. Specifically, it aims to answer the following questions:

1. To determine the level of the Perceived Culturally Responsive Pedagogy of

Students in terms of:

1.1. Teacher Related Factors

1.2. Student Related Factors

2. To determine the level of Classroom climate of the College Students in terms

of:

2.1. Student and Teacher Relationship

2.2. Classroom dynamics

3. Is there a significant relationship on the level of Perceived Culturally

Responsive Pedagogy of Teachers and Classroom Climate among College

Students?
 Hypothesis

The hypothesis of this study was tested at 0.5 level of significance.

Ho1: There is no significant relationship between Perceived Culturally Responsive

Pedagogy of Teachers and Classroom Climate of College Students.

Theoretical Framework

In the theory of Gloria Ladson-Billings (1995) introduced the concept of

Culturally Responsive Teaching (CRT) as a pedagogical approach that centers on

acknowledging and valuing students' cultural backgrounds within the classroom

context. CRT emphasizes the importance of creating an inclusive learning

environment where students from diverse cultural backgrounds feel respected and

empowered. This framework posits that effective teaching practices should be

culturally relevant, meaning that they incorporate students' cultural references and

experiences into the curriculum and instructional strategies (Ladson-Billings, 1995).

Culturally Responsive Teaching (CRT) extends beyond the mere inclusion of

diverse cultural content in the curriculum; it also encompasses the cultivation of a

positive classroom climate. According to Ladson-Billings (1995), a supportive

classroom climate is essential for facilitating meaningful learning experiences for all

students. This involves fostering an atmosphere of mutual respect, understanding,

and acceptance among students and between students and teachers. By nurturing a

positive classroom climate, educators can create a conducive environment where

students feel valued and motivated to engage actively in their learning.

 Furthermore, Culturally Responsive Teaching (CRT) underscores the need for

educators to employ pedagogical practices that not only accommodate cultural

diversity but also promote academic achievement among all students. Ladson-

Billings (1995) argues that by integrating culturally relevant teaching strategies, such

as incorporating students' cultural backgrounds into instructional materials and using

culturally responsive instructional methods, educators can enhance student learning

outcomes and bridge the achievement gap. Thus, the theoretical framework of this

study draws upon CRT to explore how culturally responsive pedagogy and

classroom climate intersect and influence students' academic experiences and

outcomes.
Dependent Variable Independent Variable

Culturally Responsive Classroom Climate

Pedagogy
• Student and Teacher
• Teaching Related Relationship
Factors • Classroom Dynamics
• Student Related
Factors

Figure 1. Conceptual Framework of the study

 CHAPTER II

METHODOLOGY
This chapter contains methodology and procedures by the researcher in

performing the study. The following part includes the research design, research

respondents, research instrument, and data analysis.

Research Design

This research study employs a non-experimental quantitative research

design. It will utilize a descriptive-correlational approach to describe two variables

and determine the relationship between them (Creswell, 2014). Using this method,

the study seeks to investigate the relationship between Perceived Culturally

Responsive Pedagogy of Teachers and Classroom Climate of College Students.

Non-experimental quantitative research designs are ideal for investigating social

phenomena without changing participant circumstances, since they allow for a static

description of settings and the discovery of correlations between variables.

Research Respondents

The respondents of this study are the students of City College of Davao. The

researchers will use stratified random sampling to select the respondents of this

study. A stratified random sampling is a method of sampling that involves the division of

a population into smaller subgroups known as strata (Hayes, 2024).

Respondents should be:

1. Respondents must be currently enrolled students at City College of Davao.

 2. From variety of programs and courses.

3. From various cultural and ethnic backgrounds.

4. Have attended at least one semester of classes at City College of Davao.

Research Instruments

This study will utilize an adapted and modified questionnaires. The first

questionnaire was adapted and modified from (Parker, 2019), this questionnaire

comprises ten items divided into two indicators which are: Teaching related factors

and Student Related Factors and aims to assess the level of Perceived Culturally

Responsive Pedagogy of teachers. To evaluate the Perception on Culturally

Responsive Pedagogy, respondents will rate each item using a scale where 1

represents 'Very Low,' 2 stands for 'Low,' 3 is 'Moderate,' 4 denotes 'High,' and 5

indicates 'Very High.' These ratings will then be analyzed using a Likert scale to

interpret the results.

Range of Means Description Interpretation

4.20 – 5.00 Very High This means that the Perceived Culturally Responsive
Pedagogy of students is always observed.

3.40 – 4.19 High This means that the Perceived Culturally Responsive
Pedagogy of students is often observed.

2.60 – 3.39 Moderate This means that the Perceived Culturally Responsive
Pedagogy of students is sometimes observed.

1.80 – 2.59 Low This means that the Perceived Culturally Responsive
Pedagogy of students is seldom observed.

– 1.79 Very Low This means that the Perceived Culturally Responsive
Pedagogy of students is never observed.
 The second questionnaire, School Climate questionnaire was adapted from

(Samortin, 2013), this questionnaire comprises ten items with two indicators: Student

and Teacher Relationship and Classroom Dynamics, which aims to assess the level

of School Climate of College Students. To evaluate the School Climate, respondents

will rate each item using a scale where 1 represents 'Very Low,' 2 stands for 'Low,' 3

is 'Moderate,' 4 denotes 'High,' and 5 indicates 'Very High.' These ratings will then be

analyzed using a Likert scale to interpret the results.

Range of Means Description Interpretation

4.20 – 5.00 Very High This means that Classroom Climate of students is
always observed.

3.40 – 4.19 High This means that the Classroom Climate of students is
often observed.

2.60 – 3.39 Moderate This means that the Classroom Climate of students of is
sometimes observed.

1.80 – 2.59 Low This means that Classroom Climate of students is

seldom observed.

– 1.79 Very Low This means that the Classroom Climate of is never
observed.

Data Analysis

In analyzing the result of the study, the researcher uses the following

statistical tools to determine the level of Perceived Culturally Responsive Pedagogy

of Teachers and the level of School Climate of College Students.

 Mean. Average value of a set of numbers (Gibson, 2019). It will be used to

calculate average scores for both teachers' perceived culturally responsive

pedagogy and students' perceptions of classroom climate.

Pearson Product Moment Correlation of Coefficient. Statistical measure that

quantifies the strength and direction of the linear relationship between two

continuous variables (Barnett, 1994), used to measure the strength and direction of

the relationship between Perceived Culturally Responsive Pedagogy of Teachers

and Classroom Climate of College Students.

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