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| Student's Perception of Inclusion Climate in the School
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Lovelyn P. Ceralde
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Abstract:
A comfortable campus environment means the acceptance of students who have different perspectives, experiences, attitudes, and styles to the campus, which has a positive impact on education. Making students feel welcome is an important aspect of the inclusivity process. Student learning can be enhanced by creating a friendly, caring, and supportive tone in the classroom that allows students to explore the relationships between course materials, personal, and social experiences. In general, the purpose of this study is to assess student perception of the inclusivity climate of their school. Specifically, it aims to assess the profile of the respondents in terms of age, sex, type of membership to an organization, classification of schools, and year level. This study assesses students' perception of the inclusion climate in their school and if is there a significant difference in their perception of the inclusion climate when grouped according to their profile. Finally, the study will give recommendations on how an inclusion climate may be done in schools. The study used the descriptive method, and data were processed using the mean, One way Analysis of Variance (ANOVA) and t-test. Data was gathered using the questionnaire by Schwab, 2018. The study randomly surveyed the perception of 300 college students from different Higher Education Institutions in the Philippines. Most of the respondents' age ranged from 21 and 25 years old, and 78.3% were female. Mean scores ere calculated to determine the respondents' perceptions of the inclusion climate contexts. The total score and both subscales values were between 1.95 and 3.51. Among the inclusion climate contexts, the context "I try to do my best in all subjects" got a mean of 1.95 while the inclusion climate context "My instructors are not very keen on teaching students who are shy" got the highest mean of 3.51. The overall mean is 3.30, which shows that an inclusive climate is moderately evident at the Higher Educational Institutions where the respondents are studying. This finding is positive as it shows that schools are creating positive experiences for students. The study also found that there were significant differences in their perception of the inclusion climate between the age groups. The respondents' gender did not make a significant difference in their perception of their schools' inclusion climate. There is no seen significant difference in whether the respondents were student leaders or members of student organizations. Further, the school type did not affect their inclusion climate perception, whether the Higher Education Institution is private, a State University and College, or a Local University and College. Based on the findings of this study, enhancing inclusive climates for students enables better learning without barriers. Higher education institutions are encouraged to ensure that their instructors are well-trained, flexible, and responsive to the varying needs of their students. The results of this study indicate that faculty members play an important role in creating an inclusive school climate. This critical and complex climate is maintained when instructors and students work together to encourage consideration and respect.
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