Date of Publication
8-5-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Physics
Subject Categories
Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Lydia S. Roleda
Defense Panel Chair
Maricar S. Prudente
Defense Panel Member
Minie Rose C. Lapinid
Frederick Torralballa Talaue
Voltaire Mallari Mistades
Brando C. Palomar
Abstract (English)
Educational Robotics in the Philippines is hampered by a dependency on commercial options and a lack of localized curricula. Addressing a scarcity of research on robotics within a Challenge-Based Learning (CBL) environment, this study aimed to develop, implement, and evaluate a STEM-integrated (Science, Technology, Engineering, and Mathematics) robotics course for Senior High School (SHS) students. The research investigated the course's impact on students' ability to integrate STEM disciplines, their conceptual understanding of robotics, and participants’ lived experience. This study utilized a developmental, mixed-methods research design, employing the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate) for systematic instructional design, guided by the Characteristics of STEM Activities and the CBL framework. Data were collected over two implementation cycles using pre/post-tests, engineering notebooks, project presentations, course feedback questionnaires, teacher reflective journals, and observation notes. The course received an outstanding evaluation from validators, who affirmed its high degree of STEM integration and excellent alignment with the CBL framework. Students demonstrated remarkable proficiency in applying technology and engineering concepts, and the study identified clear opportunities to deepen the integration of science and mathematics further in future iterations. The course impressively led to statistically significant improvements in students' robotics knowledge, cultivating a deep, functional, and practical understanding. This hands-on competence highlights the power of CBL to build procedural knowledge, pointing toward the value of authentic assessments that can capture rich learning experiences beyond traditional tests. The lived experience was profoundly transformative: students blossomed from apprehensive novices into confident, creative problem-solvers, while the teacher’s journey evolved from "friction to flow," mastering the art of facilitation in an inspiring, collaborative environment. This study highlights the effectiveness of the CBL framework for robotics, but also underscores the critical need for more explicit integration of science and mathematics concepts, as well as authentic assessments that capture practical, hands-on learning.
Abstract Format
html
Abstract (Filipino)
Humaharap sa hamon ng komersiyalisasyon at kawalan ng lokalisadong kurikulum ang edukasyong robotiks sa Pilipinas. Upang tugunan ang limitadong diskurso sa robotiks sa konteksto ng Challenge-Based Learning (CBL), nilayon ng pananaliksik na ito na bumuo, magpatupad, at magsuri ng isang STEM-integrated (Science, Technology, Engineering, and Mathematics) na kursong robotiks sa mga mag-aaral ng Senior High School (SHS). Sinuri ng pananaliksik ang epekto ng kurso sa kasanayan ng mga estudyante na mailapat ang mga disiplina sa STEM sa kanilang pag-unawa sa robotiks at maging sa kanilang karanasan sa kurso. Upang matiyak ang sistematikong pagbuo ng kurso, sumalig ang pag-aaral sa disenyong debelopmental at mixed-method gamit ang modelong ADDIE (Analyze, Design, Develop, Implement, and Evaluate) at ang Characteristics of STEM Activities at Balangkas ng CBL bilang sandigan. Nakalap ang datos sa dalawang siklong implementasyon gamit ang pre/post-tests, engineering notebooks, presentasyon ng proyekto, talatanungan sa kurso, talaarawan ng pagninilay ng guro, at mga tala mula sa pagmamasid. Nakamit ng kurso ang mataas na marka mula sa mga tagapagsuri na nagpatunay sa mataas na antas ng integrasyon ng STEM at sa mahusay na pagsunod sa balangkas ng CBL. Ipinamalas din ng mga estudyante ang kahanga-hangang kasanayan sa paggamit ng teknolohiya at konsepto sa inhinyeriya. Natukoy din ng pananaliksik ang mga pagkakataon upang higit pang palalimin ang integrasyon ng agham at matematika sa mga susunod na implementasyon ng kurso. Nagresulta ang isinagawang integrasyon ng statistically significant na pag-unlad sa kaalaman ng mga estudyante sa robotiks na nagtataguyod ng malalim, praktikal, at makabuluhang pag-unawa sa proseso ng pagkatuto. Ipinakikita ng kasanayang praktikal ang kapangyarihan ng CBL na bumuo ng kaalamang prosidyural upang bigyang diin ang kahalagahan ng mga awtentikong pagtataya sa paglikha ng mas makabuluhang karanasang pampagkatuto na labas sa tradisyonal na pagsusulit. Transpormatibo rin ang naging karanasan ng mga mag-aaral: mula sa pagiging takót at baguhan, ang mga estudyante ay nahubog bilang may kumpiyansa at malikhaing tagalutas ng mga problema, habang ang paglalakbay ng guro ay nagbago mula sa “friction to flow,” hanggang sa ganap niyang mahubog ang art of facilitation sa isang masigla at kolaboratibong kapaligiran. Hindi lamang ipinapakita ng pananaliksik na ito ang bisa ng CBL sa pagtuturo ng robotics, kundi binibigyang-diin din ang pangangailangan para sa mas malinaw na integrasyon ng agham at matematika, pati na rin ang paggamit ng mga awtentikong pagtataya na nagtataguyod ng praktikal na kasanayang-pampagkatuto.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Robotics in education; Science—Study and teaching (Secondary); Technology—Study and teaching (Secondary); Engineering—Study and teaching (Secondary); Mathematics—Study and teaching (Secondary); Curriculum planning
Recommended Citation
Jalon, J. B. (2025). Developing and implementing a STEM-integrated robotics course anchored on challenge-based learning. Retrieved from https://animorepository.dlsu.edu.ph/etdd_scied/58
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Embargo Period
8-5-2028
