Influence of Robotics-Aided Lessons on Students’ Physics Achievement


Franklie G. Esportuno, Bobby D. Gerardo


This research paper aimed to determine the effects of robotics-aided lessons on students’ physics achievement using the experimental design. The experimental group was exposed to instruction using the RCX programmable LEGO bricks and pieces, sensors, and motors while the control group was exposed to traditional teaching. The instruments used were Student’s Robotics Profile Inventory, Achievement Test, Observation Checklist, and Interview. It
was found out that the post-test of students who were exposed to robotics-aided instruction
was higher than that of the non-robotics-aided lessons. When the pre-test and post-test were compared, they showed improvement from low to high scores. Moreover, the results of the students’ physics achievement using non-robotics instruction during the pre-test and post-test also improved from low to average through their mean scores. Social skills, personal values, and intellectual knowledge using the robots as an intervention in the learning process were
developed among the students. The results supposed that positive behaviors motivate students to engage themselves
in physics. Defined recommendations were given to schools’ administrators, supervisors and teachers in using robotics in their teaching methods and pedagogies.

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