Project-based learning with arduino robots: impact on undergraduate students' achievement and task persistence in robotics programming.

Abstract

Introduction: Programming is a fundamental skill in the 21st century, yet there is a global shortage of skilled programmers for high-tech jobs. This study determined the effects of Project-Based Arduino Robot Application (PARA) on undergraduate students' achievement and task persistence in robotics programming.

Methods: The quasi-experimental research design was adopted for the study. A sample of 74 second-year computer and robotics education students from three intact classes in three tertiary institutions offering robotics programming II were selected forthe study.

Results and discussion: PARA improved the academic achievement of students in robotics programming (63.00 ± 16.81) more than the conventional method, which uses Interactive PowerPoint (IPP) (43.79 ± 12.07). PARA improved the task persistence of students in robotics programming (73.75 ± 13.46) more than the conventional method (40.00 ± 13.70). Male students taught robotics programming using PARA had a slightly higher mean achievement score (69.60 ± 11.50) than their female counterparts (52.00 ± 19.43). Female students taught robotics programming using PARA had a slightly higher mean task persistence score (78.67 ± 11.96) than their male counterparts (70.80 ± 14.02). There was a significant difference (p < 0.05) in students' mean achievement scores based on the instruction method used in teaching robotics programming, among others. These findings have implications for instructing students who find robotics programming difficult and abstract.