Abstract
This study examines effective teaching techniques for Grade 12 students from culturally and linguistically diverse backgrounds at Indiana Aerospace University. As classroom diversity continues to increase, educators are challenged to implement curriculum, instructional, and assessment practices that foster inclusivity and equitable learning opportunities. The primary aim of this research is to assess the effectiveness of teaching techniques used with culturally and linguistically diverse learners and to identify challenges encountered by both students and teachers. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Data were collected through researcher-developed questionnaires administered to 30 Grade 12 students (15 local and 15 international) and six senior high school teachers selected through random sampling. Statistical analyses, including weighted means and rankings, were used to evaluate the effectiveness of instructional practices and identify key areas of concern. Findings indicate that while existing curriculum, instruction, and assessment practices are generally effective, issues related to clarity of instruction, pacing, instructional strategies, and inclusivity in assessment remain evident. Based on the findings, an action plan was proposed to address these challenges and enhance inclusive teaching practices. The study contributes to the growing body of literature on culturally responsive education and provides practical recommendations for improving instructional practices in diverse classroom settings.
