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Effect of Culturally Relevant Pedagogy on Latino Students' Engagement and Content Mastery on States of Matter Unit in Physical Science.
This research, in response to the lack of empirical evidence of the impact of culturally relevant pedagogy (CRP) on Latino students in science education, examined the effect CRP on Latino students’ engagement and content mastery. Quantitative research was conducted with a treatment group that received an intervention unit on states of matter with CRP approaches and a comparison group that did not receive the intervention. The sample comprised approximately 189 eighth-grade students from a Southern Californian middle school. The research findings reveal that CRP approaches had a statistically significant positive effect on student engagement of all ethnic groups in this study, particularly Latino students, while CRP approaches had a statistically significant negative effect on Latino students’ content mastery. Three recommendations result from this study, including professional development of CRP for educators, professional development of CRP for educational leaders, and using CRP to address multiculturalism.
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