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

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@article{1706446,
      author = {Adesola Samson Adetunji, Ayokunle Fadeke Afolayan, Toyosi Motilola Olola, Beryl Fonkem, Odunayo Rofiyat Olaniyan; Gamaliel Olola},
      title = {An Examination of the Effects of Culturally Relevant Engineering Design on Students' Perception and Engagement in K-12 Stem Classrooms},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {7},
      number = {5},
      pages = {294-300},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1706446.pdf},
      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},
      month = {November},
  }