Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programming
IntroductionProgramming 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 pr...
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Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Robotics and AI |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/frobt.2025.1615427/full |
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| author | Fadip Audu Nannim Nnenna E. Ibezim Moeketsi Mosia Basil C. E. Oguguo |
| author_facet | Fadip Audu Nannim Nnenna E. Ibezim Moeketsi Mosia Basil C. E. Oguguo |
| author_sort | Fadip Audu Nannim |
| collection | DOAJ |
| description | IntroductionProgramming 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.MethodsThe 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 DiscussionPARA 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. |
| format | Article |
| id | doaj-art-7011ff03c1564f2c98b3fd405d4bf96f |
| institution | Kabale University |
| issn | 2296-9144 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Robotics and AI |
| spelling | doaj-art-7011ff03c1564f2c98b3fd405d4bf96f2025-08-20T03:50:12ZengFrontiers Media S.A.Frontiers in Robotics and AI2296-91442025-07-011210.3389/frobt.2025.16154271615427Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programmingFadip Audu Nannim0Nnenna E. Ibezim1Moeketsi Mosia2Basil C. E. Oguguo3 Department of Mathematics, Natural Sciences and Technology Education, University of the Free State, Bloemfontein, South AfricaDepartment of Computer and Robotics Education, University of Nigeria, Nsukka, Nigeria Department of Mathematics, Natural Sciences and Technology Education, University of the Free State, Bloemfontein, South AfricaDepartment of Science Education, University of Nigeria, Nsukka, NigeriaIntroductionProgramming 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.MethodsThe 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 DiscussionPARA 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.https://www.frontiersin.org/articles/10.3389/frobt.2025.1615427/fullproject-basedarduinostudents achievementtask persistencerobotics programming |
| spellingShingle | Fadip Audu Nannim Nnenna E. Ibezim Moeketsi Mosia Basil C. E. Oguguo Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programming Frontiers in Robotics and AI project-based arduino students achievement task persistence robotics programming |
| title | Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programming |
| title_full | Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programming |
| title_fullStr | Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programming |
| title_full_unstemmed | Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programming |
| title_short | Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programming |
| title_sort | project based learning with arduino robots impact on undergraduate students achievement and task persistence in robotics programming |
| topic | project-based arduino students achievement task persistence robotics programming |
| url | https://www.frontiersin.org/articles/10.3389/frobt.2025.1615427/full |
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