Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Open Journal of Educational Research | Vol 4, Issue 5

Table 5. Level of RME Teachers’ Culturally Responsive Teaching (n=150)

Statement	A/O		S/R		N		M	SD
	No	%	No	%	No	%
	I include lessons about the acculturation process	65	43.4	73	48.6	12			8	3.4	1.2
I examine class materials for culturally appropriate images and themes.	84	56.0	66	44.0	0	0	3.7	.97
I ask students to compare their culture with other cultures.	48	32.0	77	51.3	25	16.7	3.0	1.3
I make an effort to get to know my students’ families and backgrounds.	68	45.4	79	52.7	3	2.0	3.6	1.0
I learn words in my student's native language	79	52.6	61	40.7	10	6.7	3.7	1.2
I use mixed-language and mixed-cultural pairings in group work.	81	44.0	61	40.7	8	5.3	3.7	1.3
I use peer tutors or student-led discussion	102	68.	40	26.7	8	5.3	4.0	.9
I use surveys to find out about my students’ classroom preferences.	65	43.3	80	3.4	5	3.3	3.4	1.1
I elicit students’ experiences in pre-reading and pre-listening activities.	I03	68.7	39	26.0	8	5.3	3.7	1.1
I encourage students to speak their native languages with their children.	69	46.0	69	46.0	12	8.0	3.3	1.2
I help students to work independently, selecting their learning activities	105	70.0	36	24.0	9	6.0	4.0	1.2
I spend time outside of class learning about the cultures and languages of my students.	62	41.4	67	44.6	21	14.0	3.1	1.3
I include lessons about anti-immigrant discrimination or bias.	56	37.3	72	48.0	22	14.7	3.1	1.2
I supplement the curriculum with lessons about international events.	51	34.0	80	53.3	19	12.7	3.0	1.3
I ask for students’ input when planning lessons and activities.	65	43.3	65	43.3	20	13.3	3.1	1.3
I encourage students to use cross-cultural comparisons when analysing material.	73	48.0	62	41.4	16	10.7	3.3	1.2
I provide rubrics and progress reports to students.	89	59.3	53	35.3	8	5.3	3.6	1.1
Average							3.5	1.2

Source: Field Data (2023)