ORIGINAL RESEARCH article
Front. Robot. AI
Sec. Robot Learning and Evolution
Volume 12 - 2025 | doi: 10.3389/frobt.2025.1615427
Project-Based Learning with Arduino Robots: Impact on Undergraduate Students' Achievement and Task Persistence in Robotics Programming
Provisionally accepted
- 1University of the Free State, Bloemfontein, Free State, South Africa
- 2University of Nigeria, Nsukka, Nsukka, Nigeria
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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. 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 for the study. 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.
Keywords: Project-based, arduino, Students achievement, Task persistence, Robotics programming
Received: 21 Apr 2025; Accepted: 26 Jun 2025.
Copyright: © 2025 Nannim, Ibezim, Mosia and Oguguo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Basil C.E Oguguo, University of Nigeria, Nsukka, Nsukka, Nigeria
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