AUTHOR=Nannim Fadip Audu , Ibezim Nnenna E. , Mosia Moeketsi , Oguguo Basil C. E. 

TITLE=Project-based learning with arduino robots: impact on undergraduate students’ achievement and task persistence in robotics programming

JOURNAL=Frontiers in Robotics and AI

VOLUME=Volume 12 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/robotics-and-ai/articles/10.3389/frobt.2025.1615427

DOI=10.3389/frobt.2025.1615427

ISSN=2296-9144

ABSTRACT=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.