ROBOTICS ACTIVITIES: Impact On Students’ Interest and Attitude in Science Learning

Abstract

This quasi-experimental study examined the impact of robotics activities on students’ interest and attitudes in science learning among Grade 10 Science, Technology, and Engineering (STE) students and third-year Bachelor of Secondary Education (BSED) Science majors at the University of Antique. Rooted in constructivist theory, the study utilized Arduino-based robotics workshops integrated into science lessons. Pretest and posttest surveys assessed shifts in students’ interest and attitude. Quantitative data revealed statistically significant improvements in students' post-intervention scores, indicating enhanced interest and positive disposition toward science learning. Notably, there were no significant differences in attitude gains across sex or income levels highlighting the inclusive and equitable nature of robotics interventions. Middle-income students exhibited the highest attitude gains (M = 2.03), suggesting robotics may mitigate socioeconomic motivational gaps. While Grade 10 students recorded slightly higher attitude improvements than BSED majors, the difference was not statistically significant. The results affirm Papert’s (1980) constructionist learning theory and support prior research indicating the motivational benefits of educational robotics. The findings suggest that robotics-integrated science education enhances engagement, promotes equity, and prepares future educators and students for STEM-related academic and career pathways. It is recommended that robotics be integrated systematically into science curricula and teacher training programs to maximize pedagogical benefits and support inclusive STEM education.