Level of Participation and Experiences on Inclusion of Minority Group Learners
DOI:
https://doi.org/10.5281/zenodo.20328068Keywords:
minority learners, participation, inclusion, leadership, inclusive educationAbstract
This study examined the level of participation of minority group learners and their experiences of inclusion in selected public elementary schools in San Fernando, Bukidnon. Specifically, it aimed to determine the learners’ profile, assess their participation in classroom activities, co-curricular programs, school events, and leadership roles, and explore their academic, social, and cultural inclusion. It also investigated whether differences in participation and inclusion exist based on grade level, gender, and minority status, and explored the relationship between participation and experiences of inclusion. A descriptive-correlational research design was employed. The respondents were 151 minority learners from Grades 4 to 6, purposively selected from six public elementary schools. Data were collected using a structured questionnaire adapted from previous studies, scored on a 4-point Likert scale, and analyzed using descriptive statistics (frequency, percentage, mean), inferential statistics (t-test, one-way ANOVA), and Pearson correlation. Findings revealed that minority learners actively participated in classroom activities and moderately participated in co-curricular activities, school events, and leadership roles. Their experiences of academic, social, and cultural inclusion were generally high. No significant differences in participation or inclusion were observed based on grade level or gender, while differences in leadership participation were noted according to minority status. Significant positive relationships were found between classroom participation and all dimensions of inclusion, while co-curricular and leadership roles were significantly related to social and cultural inclusion. Participation in school events was significantly associated with overall inclusion. The results suggest that active engagement, especially in classroom interactions, contributes to meaningful inclusion for minority learners. The study underscores the importance of inclusive teaching strategies, culturally responsive programs, and equitable leadership opportunities to promote holistic development, social integration, and empowerment among minority learners.
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