stdClass Object
(
    [id] => 15780
    [paper_index] => 202504-02-021298
    [title] => THE MODERATING EFFECT OF MULTICULTURAL INTEGRATION IN SOCIAL STUDIES INSTRUCTION ON THE CORRELATION BETWEEN AWARENESS ON MULTICULTURALISM AND CLASSROOM INCLUSIVITY
    [description] => 
    [author] => Grace W. Dagohoy
    [googlescholar] => 
    [doi] =>  https://doi.org/10.36713/epra21298
    [year] => 2025
    [month] => April
    [volume] => 10
    [issue] => 4
    [file] => fm/jpanel/upload/2025/April/202504-02-021298.pdf
    [abstract] => Poor classroom inclusivity remains a pressing global concern. This study determined the significance of awareness on multiculturalism as a predictor and multicultural integration as a moderator of classroom inclusivity using the predictive research design. A multiple linear regression analysis was utilized, involving 274 samples selected through simple random sampling. Awareness on multiculturalism and multicultural integration are significant predictors of classroom inclusivity, with an 8% combined degree of influence on the latter. Multicultural education theory is affirmed. Conduct research utilizing other variables not covered in the study to account for the 92 % variance in the criterion variable. Further, the value of awareness on multiculturalism was recommended by conducting training relevant to the promotion of classroom inclusivity.
    [keywords] => The Moderating Effect of Multicultural Integration, Social Studies, Awareness on Multiculturalism, Classroom Inclusivity
    [doj] => 2025-04-28
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 57
    [journal_id] => 2
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Research & Development (IJRD)
    [short_code] => IJSR
    [eissn] =>  2455-7838 (Online)
    [pissn] => - -
    [home_page_wrapper] => images/products_image/2-n.png
)
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