An Examination of the Effects of Culturally Relevant Engineering Design on Students' Perception and Engagement in K-12 Stem Classrooms

• Author(s): Adesola Samson Adetunji ; Ayokunle Afolayan ; Toyosi Olola ; Berly Fonkem ; Rofiyat Odunayo
• Paper ID: 1706446
• Page: 294-300
• Published Date: 30-11-2023
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 7 Issue 5 November-2023

Abstract

This study examines the influence of culturally relevant engineering design (CRED) on how students in K-12 STEM courses throughout the USA perceive and engage with the subject matter. This research used a mixed-methods approach, which includes student surveys, interviews with STEM educators, classroom observations, and analysis of student work, to investigate how CRED can improve engagement and learning outcomes in STEM education. The results indicate a direct relationship between students' views of cultural relevance and their levels of involvement, emphasizing the significance of incorporating cultural relevance into STEM teaching methods to tackle problems of disinterest and underrepresentation.

Keywords

Culturally Relevant Engineering Design (CRED), Student Perceptions, Student Engagement, K-12 STEM Classrooms, Mixed-Methods Approach, STEM Education

Citations

IRE Journals:
Adesola Samson Adetunji , Ayokunle Afolayan , Toyosi Olola , Berly Fonkem , Rofiyat Odunayo "An Examination of the Effects of Culturally Relevant Engineering Design on Students' Perception and Engagement in K-12 Stem Classrooms" Iconic Research And Engineering Journals Volume 7 Issue 5 2023 Page 294-300

IEEE:
Adesola Samson Adetunji , Ayokunle Afolayan , Toyosi Olola , Berly Fonkem , Rofiyat Odunayo "An Examination of the Effects of Culturally Relevant Engineering Design on Students' Perception and Engagement in K-12 Stem Classrooms" Iconic Research And Engineering Journals, 7(5)