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

AbstractThis study examines the impact of a femalized Architecture, Engineering, and ConstructionKinesthetic Learning Model (fAEC-KLM) intervention on the AEC knowledge of AfricanAmerican middle school girls. Fourteen (14) middle school girls completed both pre- and postsurveys and tests that assessed their knowledge of AEC concepts, including roles andresponsibilities, gender and racial diversity, and salary benefits. Paired-sample t-tests wereutilized to evaluate statistically significant differences in knowledge before and after fAEC-KLMintervention. Results showed notable improvements in students' knowledge of AEC salary andbenefits, as well as the underrepresentation of females, particularly African American females,and AEC roles and responsibilities, demonstrating that the intervention effectively increasedawareness of AEC careers and the financial rewards. While the fAEC-KLM interventionpositively influenced certain aspects of AEC knowledge, further refinement of assessment toolsand expanded sample size are needed to assess the intervention's effectiveness fully.Keywords: AEC Knowledge, Middle School Girls, Career Interest, Kinesthetic Learning,Knowledge Acquisition