CULTURALLY RESPONSIVE TEACHING (CRT) AND AWARENESS OF OWN CULTURE: A PREDICTIVE MODEL FOR ENHANCING STEM EDUCATION
Keywords:
awareness of own culture, culturally responsive teaching, science education, STEMAbstract
We investigated the predictive role of culturally responsive teaching (CRT) and awareness of one's own culture (AOC) in improving STEM education. The researchers leveraged the importance of CRT by exploring its direct and mediated effects on knowledge of students' culture (KSC) and patterns of cultural interaction (PCI) among STEM teachers in Southwest Nigeria. Employing a survey research approach, 343 secondary school STEM teachers were involved. Eight hypotheses were tested for acceptance or otherwise with Smart PLS-4. Findings from the study revealed that the nuances of awareness of own culture have both direct and mediated significance on knowledge of student culture and patterns of cultural integration. The findings also reveal a direct, positive and significant impact of CRT on the knowledge of students’ culture and patterns of cultural integration. The study concludes that these nuances of awareness of culture can have a significant impact on the development of STEM education.
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