School-Based Equity Practices and Learning Participation Support among Socioeconomically Disadvantaged Learners
DOI:
https://doi.org/10.5281/zenodo.21809838Keywords:
educational equity, learner participation, partial least squares structural equation modeling, school-based practices, socioeconomic disadvantage, student supportAbstract
This study investigated how school-based equity practices predicted learning participation support among socioeconomically disadvantaged learners in selected public schools in Quirino Province. A quantitative explanatory-predictive cross-sectional design was employed using partial least squares structural equation modeling and importance-performance map analysis. Eighty-eight learners were selected through criterion-based multistage sampling. Data were gathered using a validated 40-item researcher-developed questionnaire with strong internal consistency, yielding an overall Cronbach’s alpha of 0.93. Results showed that school-based equity practices and learning participation support were generally experienced to a high extent. Responsive instructional support obtained the highest rating, while welfare and attendance assistance received only a moderate assessment. Classroom involvement emerged as the strongest participation dimension, whereas completion of learning tasks remained the weakest, particularly for technology-based requirements and activities requiring additional materials. The measurement model demonstrated acceptable reliability, convergent validity, and discriminant validity. All four equity dimensions significantly predicted learning participation support, with responsive instructional support producing the strongest effect, followed by fair treatment and learner voice, equitable access to learning resources, and welfare and attendance assistance. The model explained 61.4 percent of the variance in learning participation support and showed moderate out-of-sample predictive power. The findings indicated that schools had established supportive instructional and relational practices, but gaps remained in material assistance, technology access, transportation support, and timely welfare referral. Strengthening early intervention, resource access, confidential referral systems, and learner-responsive support was therefore recommended.
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