Empowering Future Engineers: The Impact of the Online iDRONE Camp on Students' STEM Affinity and Electrical Engineering Learning
DOI:
https://doi.org/10.46328/ijres.6751Keywords:
STEM identity, Project-based Learning,, Culturally responsive pedagogy, Electrical engineering education,, Drone technologyAbstract
Engaging middle and high school students in meaningful, hands-on STEM experiences is essential for nurturing future innovators in science, technology, engineering, and mathematics. This study examines the effects of the 2025 iDRONE National Youth Online Camp, a culturally responsive, project-based, inquiry-driven program designed to develop electrical engineering competencies through drone construction, circuit integration, and Arduino programming. Involving 53 diverse students across multiple regions, the camp employed scaffolded, hierarchical instruction aligned with laboratory principles of electrical engineering. Quantitative analyses of pre- and post-camp surveys revealed significant improvements in students’ STEM identity (Δ = 0.35) and self-concept of ability (Δ = 0.38), alongside modest gains in STEM value and personal interest. Qualitative feedback underscored increased enthusiasm, confidence in technical skills, and a deeper understanding of STEM careers and applications. The findings demonstrate that immersive, culturally responsive online STEM programs combining active learning and real-world relevance can effectively foster STEM engagement, identity, and inclusion among youth. This scalable model holds promise for expanding high-quality STEM education and nurturing diverse future STEM professionals, particularly in underserved populations.
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