The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation
This research aimed to evaluate the effectiveness of learning programming using robot- basedlearning (RBL) approach on students academic performance and motivation. The study used aquasi-experimental research design involving a control group and a treatment group, each consistingof 20 students. Lear...
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Kangugu, Stephanus Mberema The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation |
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This research aimed to evaluate the effectiveness of learning programming using robot- basedlearning (RBL) approach on students academic performance and motivation. The study used aquasi-experimental research design involving a control group and a treatment group, each consistingof 20 students. Learning in both groups was carried out for a month, during which data werecollected through programming tests and Course Interest Survey (CIS). Data were analyzed usingthe ANOVA and the Kruskal- Wallis H-test. The F-test revealed that the difference in the meanscores of academic performance between the treatment group (mean=19.55) and control group (mean=23.45) was not significant (F (1,38) =0.730, p=.398). Likewise, the Kruskal- WallisH-test, which was performed on four motivational factors, showed that the difference inthe mean scores of the attention factor between the treatment group (mean=18.93) andcontrol group (mean=21.13) was not significant (x(1) =.368, p=.544). The relevance factoralso did not show any significant difference between the treatment group (mean=18.93) and controlgroup (mean=21.13), with a significance of (x(1) =2.854, p=.091). The confidence factor showed nosignificant difference (x(1)=.244, p=.622) between the treatment group (mean=20.88) and the control group(mean=19.08). The satisfaction factor also showed no significant difference (x(1)=.156, p=.693) between the treatment group (mean=19.30) and the control group(mean=20.74). In conclusion, these findings suggest that learning using the RBL approachis as effective as using the conventional approach. Nonetheless, evidence from classroomobservations showed that students who used the RBL approach were more active than theircounterparts who used the conventional approach. The study implies that RBL app programming ina more active learning environment. |
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Kangugu, Stephanus Mberema |
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Kangugu, Stephanus Mberema |
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The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation |
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The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation |
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The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation |
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The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation |
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The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation |
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effectiveness of learning programming using robot-based learning approach on students academic performance and motivation |
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Fakulti Seni, Komputeran dan Industri Kreatif |
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oai:ir.upsi.edu.my:66632022-02-08 The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation 2020 Kangugu, Stephanus Mberema This research aimed to evaluate the effectiveness of learning programming using robot- basedlearning (RBL) approach on students academic performance and motivation. The study used aquasi-experimental research design involving a control group and a treatment group, each consistingof 20 students. Learning in both groups was carried out for a month, during which data werecollected through programming tests and Course Interest Survey (CIS). Data were analyzed usingthe ANOVA and the Kruskal- Wallis H-test. The F-test revealed that the difference in the meanscores of academic performance between the treatment group (mean=19.55) and control group (mean=23.45) was not significant (F (1,38) =0.730, p=.398). Likewise, the Kruskal- WallisH-test, which was performed on four motivational factors, showed that the difference inthe mean scores of the attention factor between the treatment group (mean=18.93) andcontrol group (mean=21.13) was not significant (x(1) =.368, p=.544). The relevance factoralso did not show any significant difference between the treatment group (mean=18.93) and controlgroup (mean=21.13), with a significance of (x(1) =2.854, p=.091). The confidence factor showed nosignificant difference (x(1)=.244, p=.622) between the treatment group (mean=20.88) and the control group(mean=19.08). The satisfaction factor also showed no significant difference (x(1)=.156, p=.693) between the treatment group (mean=19.30) and the control group(mean=20.74). In conclusion, these findings suggest that learning using the RBL approachis as effective as using the conventional approach. Nonetheless, evidence from classroomobservations showed that students who used the RBL approach were more active than theircounterparts who used the conventional approach. The study implies that RBL app programming ina more active learning environment. 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=6663 https://ir.upsi.edu.my/detailsg.php?det=6663 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Seni, Komputeran dan Industri Kreatif A Brief History of Robotics since 1950. Science and Its Times: Understanding the SocialSignificance of Scientific Discovery. (2016). Retrieved November 23, 2018 from Encyclopedia.com:https://www.encyclopedia.com/science/encyclopedias-almanacs-transcripts-and-maps/brief-history-robotics-1950.Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom:Definition, rationale and a call for research. 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