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Impact of a Kinesthetic Learning Model on Architecture, Engineering, and Construction (AEC) Knowledge in African American Middle School Girls

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Title: Impact of a Kinesthetic Learning Model on Architecture, Engineering, and Construction (AEC) Knowledge in African American Middle School Girls
Language: English
Authors: Mercy F. Fash, Andrea A. N. Ofori-Boadu
Source: Journal of Research Initiatives. 2025 8(5).
Availability: Fayetteville State University, College of Education. 1200 Murchison Road, Fayetteville, NC 28301. Tel: 910-672-1634; Web site: https://digitalcommons.uncfsu.edu/jri/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Kinesthetic Methods, Knowledge Level, African American Students, Middle School Students, Females, Disproportionate Representation, Intervention, Construction Industry, Engineering, Architecture, Experiential Learning, Observation, Interpersonal Relationship, Conventional Instruction
Geographic Terms: North Carolina
ISSN: 2168-9083
Abstract: This study examines the impact of a femalized Architecture, Engineering, and Construction Kinesthetic Learning Model (fAEC-KLM) intervention on the AEC knowledge of African American middle school girls. Fourteen (14) middle school girls completed both pre- and post-surveys and tests that assessed their knowledge of AEC concepts, including roles and responsibilities, gender and racial diversity, and salary benefits. Paired-sample t-tests were utilized to evaluate statistically significant differences in knowledge before and after fAEC-KLM intervention. Results showed notable improvements in students' knowledge of AEC salary and benefits, as well as the underrepresentation of females, particularly African American females, and AEC roles and responsibilities, demonstrating that the intervention effectively increased awareness of AEC careers and the financial rewards. While the fAEC-KLM intervention positively influenced certain aspects of AEC knowledge, further refinement of assessment tools and expanded sample size are needed to assess the intervention's effectiveness fully.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472136
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1472136
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  Data: Impact of a Kinesthetic Learning Model on Architecture, Engineering, and Construction (AEC) Knowledge in African American Middle School Girls
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  Data: <searchLink fieldCode="AR" term="%22Mercy+F%2E+Fash%22">Mercy F. Fash</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+A%2E+N%2E+Ofori-Boadu%22">Andrea A. N. Ofori-Boadu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+Initiatives%22"><i>Journal of Research Initiatives</i></searchLink>. 2025 8(5).
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  Data: Fayetteville State University, College of Education. 1200 Murchison Road, Fayetteville, NC 28301. Tel: 910-672-1634; Web site: https://digitalcommons.uncfsu.edu/jri/
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kinesthetic+Methods%22">Kinesthetic Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Construction+Industry%22">Construction Industry</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Architecture%22">Architecture</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 2168-9083
– Name: Abstract
  Label: Abstract
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  Data: This study examines the impact of a femalized Architecture, Engineering, and Construction Kinesthetic Learning Model (fAEC-KLM) intervention on the AEC knowledge of African American middle school girls. Fourteen (14) middle school girls completed both pre- and post-surveys and tests that assessed their knowledge of AEC concepts, including roles and responsibilities, gender and racial diversity, and salary benefits. Paired-sample t-tests were utilized to evaluate statistically significant differences in knowledge before and after fAEC-KLM intervention. Results showed notable improvements in students' knowledge of AEC salary and benefits, as well as the underrepresentation of females, particularly African American females, and AEC roles and responsibilities, demonstrating that the intervention effectively increased awareness of AEC careers and the financial rewards. While the fAEC-KLM intervention positively influenced certain aspects of AEC knowledge, further refinement of assessment tools and expanded sample size are needed to assess the intervention's effectiveness fully.
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  Data: 2025
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  Data: EJ1472136
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Kinesthetic Methods
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Construction Industry
        Type: general
      – SubjectFull: Engineering
        Type: general
      – SubjectFull: Architecture
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: Impact of a Kinesthetic Learning Model on Architecture, Engineering, and Construction (AEC) Knowledge in African American Middle School Girls
        Type: main
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          Name:
            NameFull: Mercy F. Fash
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            NameFull: Andrea A. N. Ofori-Boadu
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              M: 01
              Type: published
              Y: 2025
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              Value: 2168-9083
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              Value: 8
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              Value: 5
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