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

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.