An Integrated Pedagogical Approach to Enhance Hispanic Elementary Students’ STEM Learning and Motivation

Authors

Seokmin Kang, The University of Texas Rio Grande ValleyFollow
Jair J. Aguilar, The University of Texas Rio Grande ValleyFollow
Sungyeun Kim, Incheon National University

Document Type

Article

Publication Date

2-24-2026

Abstract

The theory of embodied cognition suggests that physical interaction shapes thinking and learning. While active learning can improve outcomes, not all movement enhances understanding. This quasi-experimental study examined technology-supported embodied learning with translanguaging in an afterschool physics program for fourteen Hispanic fifth graders. Results showed improved physics knowledge and motivation among participants compared to nonparticipants, including higher performance on the STAAR test. Findings indicate that purposeful, technology-integrated, and culturally responsive embodied activities can enhance conceptual understanding and academic achievement.

Comments

Original published version available at https://doi.org/10.1080/15348431.2026.2636125

Recommended Citation

Kang, S., Aguilar, J. J., & Kim, S. (2026). An Integrated Pedagogical Approach to Enhance Hispanic Elementary Students’ STEM Learning and Motivation. Journal of Latinos and Education, 1–16. https://doi.org/10.1080/15348431.2026.2636125  

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Publication Title

Journal of Latinos and Education

DOI

10.1080/15348431.2026.2636125