Authors: Mabvuto Mwanza, Mr. Mac'holder Mazumbo
Abstract: Culturally responsive teaching (CRT) gained recognition as an effective pedagogical approach aimed at improving both academic achievement and social-emotional learning (SEL) among primary school students. In multicultural classrooms, CRT encouraged inclusivity by integrating students’ diverse cultural backgrounds into the teaching process, which enhanced engagement and overall learning outcomes. However, limited empirical research existed on its direct impact on student performance and emotional development, particularly in primary schools in Zambia. This study, therefore, explored how CRT influenced academic achievement and social-emotional learning by examining instructional strategies, teacher perceptions, and student experiences in selected primary schools in Lundazi District, Zambia. A mixed-methods research design was employed, integrating both qualitative and quantitative approaches to provide a comprehensive analysis. The study involved 150 respondents, including 50 teachers and 100 students, selected using purposive and stratified random sampling. Quantitative data were collected through structured surveys and standardized academic records, with statistical tests, including correlation and regression analysis, used to determine the relationship between CRT practices and academic achievement. Qualitative data were obtained through interviews and focus group discussions, analyzed thematically to identify patterns relating to social-emotional learning and classroom engagement. The study found a positive correlation between CRT and students' academic performance and emotional well-being. Students exposed to culturally responsive teaching demonstrated higher motivation, confidence, and participation in classroom activities. These findings provided valuable insights that informed educational policies, teacher training programs, and the development of culturally inclusive pedagogical practices to enhance student success in primary schools.
