Paper Contents
Abstract
AbstractInclusive teaching practices have emerged as essential strategies for enhancing student achievement in todays diverse educational settings. As Philippine schools serve learners from a wide range of cultural, linguistic, and socioeconomic backgrounds, it is vital to examine how inclusive pedagogy shapes academic outcomes. This study assessed the impact of inclusive teaching practices on student achievement in three elementary schools in Sta. Cruz North District, Davao del Sur, all known for their commitment to inclusive education. Using Slovins formula at a 0.05 margin of error, a representative sample of 120 students was selected from a total population of 171, with inclusion criteria focused on active participation in classrooms implementing inclusive frameworks. Quantitative data were gathered through structured surveys, allowing comparison of academic performance between students in inclusive and less inclusive classroom environments. Results revealed that students exposed to inclusive teaching consistently achieved higher mean scores and demonstrated greater proficiency in core subjects. Moreover, classrooms characterized by supportive and culturally responsive teaching showed fewer achievement gaps among students from varied backgrounds. The findings indicate that inclusive teaching practices foster equitable participation, address diverse learning needs, and reduce disparities tied to culture and socioeconomic status. This study contributes evidence that sustained use of inclusive methodologies enhances educational equity and supports improved academic achievement for all learners.Keywords: inclusive teaching, student achievement, diversity, elementary education, quantitative research
Copyright
Copyright © 2025 Majidah H. Jalal. This is an open access article distributed under the Creative Commons Attribution License.
