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 |
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