Tech Teach : Acquisition of Physics-Related Knowledge and Scientific Inquiry Skills Through Educational Robotics

Innovative transformation of modern technical environment and activities of society have to be reflected in the content of school education. However, limited adoption of educational robotics is addressed from the lack of empirical evidences demonstrating the effects of robotics activities on curricular goals. The researcher improvised the mixed method in this study to establish the integration of physics-related knowledge (PRK) and scientific inquiry skills (SIS), through qualitative and quantitative processes towards investigation if there are significant differences between the assessment scores of the robotics learners and non-learners in PRK and SIS, respectively. Whereas, these abilities have been fundamental in the mechatronic nature of educational robotics such as in the conceptual understanding and application of mechanics or kinematics, and electricity. As results of independent samples t-test, the researcher found out that the difference between the assessment scores has been statistically insignificant for both PRK (p=0.465) and SIS (p=0.162), but a notable slight increase in both parameter’s grand means can be observed. In contrary, robotics learners have been in statistical advantage on their final grades in Science 9 compared to non-learners. However the results of this study has been weakly aligned to its primary objectives to promote sustainable educational robotics, the researcher stays firm with the other existing studies that educational robotics is yet to be promoted enough that this lack of integration in the current curriculum is the bigger framework behind the struggling implementation of educational robotics