Cultural Competence and Educational Equity Among Grade 5 Learners

Abstract

This study investigates the relationship between cultural competence and educational equity among Grade 5 learners. Utilizing a descriptive correlational research design, the research explores the extent of cultural competence among Grade 5 students, encompassing awareness of personal biases, knowledge of diverse cultural backgrounds, cross-cultural communication skills, and inclusive and culturally responsive practices. It also assesses the degree of educational equity, including access to resources and opportunities, achievement gaps, and equitable treatment. Data was collected using a survey adapted from established instruments. Simple random sampling was employed to select Grade 5 learners. Statistical tools such as mean, Pearson r, and regression analysis were used to analyze the data. The findings reveal that Grade 5 learners exhibit extensive cultural competence, with particularly high scores in knowledge of diverse cultural backgrounds and cross-cultural communication skills. Educational equity is also found to be very extensive, reflecting equitable treatment, access to resources, and opportunities. Importantly, there is a significant and positive relationship between cultural competence and educational equity, with awareness of personal biases, cross-cultural communication skills, and inclusive practices significantly influencing educational equity. The study recommends the active promotion of cultural competence and inclusivity to create equitable learning environments for Grade 5 learners in the Philippines.