Buhay Ko-Lehiyo, School Culture of College Students in a State University: Inputs Toward a Culturally Responsive Teaching
DOI:
https://doi.org/10.11594/ijmaber.06.06.12Keywords:
School Culture, Culturally Responsive Teaching, Sequential Explanatory Mixed-MethodAbstract
This study aimed to better understand the school culture of college students at a state university and develop culturally responsive teaching strategies. Teachers can create instructional strategies that connect with their cultural backgrounds, including their values, beliefs, behaviors, norms, languages, and experiences, to improve students' learning. The study employed a sequential explanatory mixed-method design, collecting and analyzing quantitative and qualitative data. Experts, including an area specialist and a language specialist, validated the instrument used for data collection. Eighty-three respondents were selected for the study. Quantitative results revealed that respondents positively embraced and perceived the school culture as shown in the composite mean of 3.45 (SD = 0.34), verbally interpreted as "agree" and described as "adopted.” Furthermore, there was a significant difference in how students perceived the school culture at different ages. Meanwhile, the qualitative findings revealed that respondents had different views of school culture. The themes generated from the qualitative data presented varied views of college students on their way of life at school. They perceived that being at school helped them learn new things and feel comfortable around their classmates and teachers, making the experience more bearable.
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