Author

Rosamie S. Sereňo*
Cebu Technological University – Main Campus, R. Palma St., Cebu City, Cebu, Philippines

Abstract

In today’s increasingly diverse educational landscape, cultivating a culturally responsive classroom climate is critical to promoting equity and academic achievement in secondary schools. This study aimed to determine the extent of the culturally responsive classroom climate in secondary schools in Talibon District, Poblacion, Talibon II, Bohol, as perceived by the learners during the School Year 2025–2026. A descriptive research design was employed, using an adapted questionnaire as the primary data collection tool. The study involved 50 learner respondents from Bohol. The research design involved a descriptive correlational research design. The study employed statistical tools such as the weighted mean, simple percentage, and pearson product-moment correlation r for significant relationships and data analysis. The data gathered were then analyzed statistically. Findings indicated that the findings reveal that there is no significant relationship between the respondents’ demographic characteristics and the extent of culturally responsive classroom climate opportunities. Furthermore, the overall summary of the extent of challenges encountered in a culturally responsive classroom climate is moderate. Based on the findings, the researcher recommends the development and implementation of a culturally responsive and inclusive classroom plan.

Keywords: Major in Special Education, culturally responsive classroom climate, descriptive method, Culturally Responsive and Inclusive Classroom Plan, Talibon, Bohol.

*Corresponding author / Email: rosamie.sereño@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021067

Recommended citation:
Sereňo, R. S. (2026). Challenges and opportunities in creating a culturally responsive classroom climate in rural schools. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2763-2783. http://doi.org/10.69651/PIJHSS05021067

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