Pedagogical Approaches, Perceptions, And Attitudes Towards Multicultural Education Among Araling Panlipunan Elementary Teachers In Cordova District
Maricel M. Aquiles, Maria Janniel C. Samson, Aliyah Jean N. Enghug, Sarah Mae C. Escabas, Paolo M. Osorio, Mariel E. Pacaña, Maria Shelo T. Pogoy
Student Research · 2025
Bachelor of Elementary Education
Maricel M. Aquiles, Maria Janniel C. Samson, Aliyah Jean N. Enghug, Sarah Mae C. Escabas, Paolo M. Osorio, Mariel E. Pacaña, Maria Shelo T. Pogoy Cordova Public College, Cebu Philippines aquilesmaricel.cte.cpc@gmail.com Multicultural education includes diverse cultural perspectives in teaching to create an inclusive classroom. This study investigated the pedagogical approaches, perceptions, and attitudes of Araling Panlipunan elementary teachers in Cordova District toward multicultural education. Using a quantitative descriptive research design, the study examined the common teaching strategies, teachers’ views on multicultural education, and their attitudes toward its integration. The findings revealed that teachers frequently employ storytelling, role-playing, and cultural presentations to promote cultural awareness. Their perceptions were very favorable, acknowledging the benefits of multicultural education in enhancing student learning and fostering inclusivity. Furthermore, teachers exhibited highly positive attitudes, demonstrating a strong willingness to integrate multicultural education despite challenges such as limited resources. The study concluded that pedagogical approaches, perceptions, and attitudes play a crucial role in fostering an inclusive learning environment, contributing to the effective implementation of multicultural education in Araling Panlipunan instruction. Based on the findings, the study proposes specific strategies for teachers, schools, and policymakers to enhance the effective integration of multicultural education.
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