ABSTRACT
This study evaluated the validity and effectiveness of teacher-developed instructional materials (IMs) in Robotics for Grade 7, emphasizing their impact on students’ knowledge, skills, and attitudes (KSA). The rationale stemmed from the increasing need for contextualized STEM learning tools aligned with the Most Essential Learning Competencies (MELCs) in the K to 12 curriculums. The study aimed to describe the content, instructional, and technical features of the IMs, assess their validity, measure their effectiveness, and recommend enhancements to Robotics instruction. A mixed-methods research design was employed, combining developmental and descriptive approaches with a quasi-experimental pretest-posttest setup. Data were collected through expert evaluations, KSA-based assessments, attitude surveys, and teacher interviews. The instructional materials were validated using an adapted DepEd LRMDS evaluation tool, yielding Content Validity Index (CVI) scores above 0.80, indicating high quality. Students’ mean test scores increased from 36.3% to 90.3%, with Z-tests confirming significant knowledge gains. Performance tasks showed high proficiency in programming, assembly, and collaboration, while attitude surveys revealed increased interest and confidence in Robotics. Theories applied include Constructivist Learning, Active Learning, Gamification, and Innovation Theory, all of which shaped the student-centered, inquiry-driven design of the IMs. The study concludes that teacher-created materials, when systematically developed and evaluated, can effectively enhance learning in emerging STEM areas like Robotics, supporting inclusive and localized education practices. It recommends continuous teacher training, expanded access to Robotics tools, and further research into long-term and scalable applications.
Keywords: Robotics Education, Instructional Materials, STEM, Constructivist Learning, Content Validity Index, 7E Model, Gamification, Mixed Methods, Grade 7, DepEd LRMDS
Introduction
Integrating robotics into the classroom has proven to be a groundbreaking strategy that redefines conventional teaching practices while boosting student involvement. This innovative approach not only sparks learners' curiosity but also fosters vital 21st-century competencies such as critical thinking, problem-solving, and teamwork. Contemporary research emphasizes the beneficial effects of robotics on students' academic performance, especially within STEM (Science, Technology, Engineering, and Mathematics) areas.
A study published in 2023 demonstrated that incorporating educational robots into the curriculum significantly improved students' understanding of robotics design and coding skills, as well as increased their aspirations toward computing careers. This aligns with the findings of another meta-analysis, which reported that teaching methods utilizing educational robots can enhance learning outcomes by a moderate but significant effect size.
The success of robotics education greatly depends on the caliber of the instructional materials utilized. Teacher-crafted instructional materials (IMs) are crucial in directing student learning and aligning activities with educational goals. Ensuring the validity of these materials is vital to attaining meaningful learning results. Validity, in this context, refers to how accurately the materials address their intended learning targets. For robotics education, this means that IMs must both facilitate comprehension of essential concepts and maintain student interest and engagement.
Professional development initiatives centered on robotics have proven effective in strengthening teachers' subject knowledge and boosting their confidence in integrating technology into instruction. Research on the impact of robotics training for science and mathematics educators revealed that participating teachers significantly enhanced their competencies in teaching robotics, which subsequently contributed to noticeable improvements in student performance.
Furthermore, the incorporation of technology in assessment is being considered because traditional assessment methods often rely on pen-and-paper tests, which can be unengaging for students. Innovative assessment tools that are both effective and engaging are necessary to support learners in mastering what they need to learn. Technology can aid learners by providing immediate feedback, enhancing motivation, and facilitating hands-on learning opportunities. Studies have emphasized that interactive technologies can support formative assessments, aligning with the aim of integrating technology in gamified learning materials for assessment purposes.
Despite the numerous benefits associated with integrating robotics into education, several challenges must be addressed. One significant barrier is the disparity in access to resources across different schools and districts. Schools with limited funding may struggle to acquire necessary equipment or provide adequate training for teachers. Additionally, there may be resistance from educators who are unfamiliar with technology or skeptical about its effectiveness.
An additional challenge involves guaranteeing that teacher-created instructional materials are both reliable and impactful. Educators need to continuously assess and enhance their IMs using student input and performance data. This ongoing cycle of improvement demands time, as well as encouragement and backing from school leadership, to cultivate a culture focused on sustained instructional growth.
In conclusion, the integration of robotics into educational settings offers immense potential for enhancing student learning and preparing them for future technological challenges. However, realizing this potential requires careful consideration of instructional material development, teacher training, and assessment strategies. As research in this field continues to evolve, educators and policymakers must work together to address existing challenges and create inclusive, engaging, and effective robotics education programs.
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