Effectiveness of Value Clarification Technique (VCT) Based Teaching Materials on High School Students' Understanding of Multiculturalism: Mixed Method Approach

Background/purpose. This study investigates the effectiveness of Value Clarification Technique (VCT)- based teaching materials in enhancing high school students' understanding of multiculturalism. Despite the increasing need for multicultural education, existing teaching methods often lack interactive and reflective elements that encourage students to engage critically with cultural values and differences. This research aims to evaluate the impact of VCT-based teaching materials in fostering students' appreciation of cultural diversity and promoting an inclusive learning environment. Materials/methods. This study employs a mixed-method approach, combining quantitative and qualitative data. Quantitative data were gathered from pre- and post-tests conducted with 216 high school students, while qualitative insights were obtained from interviews with five history teachers and selected students. The collected data were analyzed to assess the effectiveness of VCT in facilitating deeper discussions and reflections on multicultural values. Results. The findings reveal a significant improvement in students' multicultural understanding in the experimental group compared to the control group. Students exposed to VCT-based materials demonstrated increased awareness and appreciation of cultural diversity, as well as higher levels of engagement in classroom discussions. Teachers also observed more active participation and critical thinking among students. The interactive and reflective nature of VCT was identified as a key factor in promoting empathy and a deeper understanding of different cultures. Conclusion. This study highlights the potential of VCT as an effective pedagogical tool in multicultural education. By fostering an inclusive and reflective learning environment, VCT-based teaching materials can enhance students’ critical thinking and appreciation of cultural diversity.