CULTURALLY RESPONSIVE TEACHING (CRT) AND CULTURALLY DIVERSIFIED CURRICULUM: A PREDICTIVE MODEL FOR IMPROVING ACHIEVEMENTS IN STEM EDUCATION
Keywords:
culturally diversified curriculum, culturally responsive teaching, differentiated instruction, science education, STEMAbstract
Students' achievement in STEM education is crucial to developing a scientific and technological society. However, inequalities in achievement is a challenge that must be overcome to attain learning goals. This study examined the predictive role of culturally responsive teaching (CRT) and culturally diversified curriculum (CDC) using the voice of STEM teachers. Beaming our lens on the importance of CRT, we investigated the direct and mediated effects of knowledge and instructional practice (KIP), and achievement inequalities (AI) using the views of STEM teachers in Nigeria. The responses of 343 participants were used to test seven hypotheses for acceptance or otherwise using Smart PLS-4. We found out that culturally responsive teaching has a direct impact on culturally diversified curriculum. However, culturally responsive teaching did not significantly impact differentiated instruction (DI), and knowledge and instructional practice (KIP). Also, the mediating effect of knowledge and instructional practice is not significant. The study concludes that the nuances of CRT and CDC differ in predicting students’ achievement in STEM.
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