Culturally Responsice Teaching Practices and Historical Empathy Among Junior High School Students in Congressional District I, Division of Batangas

Abstract

This study assessed the culturally responsive teaching (CRT) practices of Social Studies teachers and the degree of manifestation of historical empathy among junior high school students in the First Congressional District, Division of Batangas during the academic year 2025-2026. Utilizing a descriptive-correlational research design, data were gathered from a stratified random sample of 133 Social Studies teachers via a researcher-developed questionnaire and complemented by a focus group discussion (FGD) with a subset of 10 purposively selected participants to provide qualitative depth. The data were analyzed using ranking, weighted mean and the Pearson Product Moment Correlation Coefficient.

Findings revealed that while teachers highly utilized CRT practices in terms of classroom climate, their utilization of awareness and knowledge and instructional strategies remained at a moderate level. Correspondingly, students exhibited a moderate manifestation of historical empathy, showing proficiency in chronological sequencing but struggling with the cognitive demands of perspective-taking and reconstruction of historical moral frameworks. Correlational analysis established a significant moderate positive relationship between the Social Studies teachers’ utilization of culturally responsive teaching (CRT) practices and students' degree of manifestation of historical empathy. However, systemic barriers, particularly a lack of specialized professional training, emerged as the primary challenge.

The study concluded that historical empathy required culturally situated analysis to strengthen civic identity. To achieve this, Project BARAKO (Bridging Awareness, Responsiveness, and Knowledge for Outstanding Historical Empathy) introduced a localized framework that transformed empathy into active heritage stewardship. The intervention established Sentro ng Karunungan Residencies for teacher-artisan collaboration, utilized the Coastal-Heritage Perspective Series for student perspective-taking, and institutionalized the Dambana ng Ala Eh Framework to integrate culturally responsive indicators into teacher IPCRFs. Backed by a Barako-Break Policy for protected Culture Lab time, this model offered a scalable approach to localized historical instruction across diverse regions.