Task-Based Instruction (TBI) Using Modular Robotics, Science Academic Achievement, Grit, and Attitude of Grade 11 Students

Date of Award

2020

Document Type

Thesis

Degree Name

Master of Science in Science Education

Department

Biology

First Advisor

Catherine Genevieve B. Lagunzad, PhD; Cornelia C. Sotto, PhD

Abstract

Science educators in the Philippines continuously find ways to make engaging learning environments for students of the 21st century. One innovation that has been prevalent in schools is the use of robotics. This engineering tool provides opportunities to develop students' understanding and further motivate learners to take an interest in Science. It is therefore important to investigate its value as an educational tool. The purpose of this study was to employ a pedagogy called Task-Based Instruction (TBI) using Lego Mindstorms EV3 as the robotics platform in learning scientific concepts among grade 11 students. This was a quasi-experimental research involving two classes of 23 students who were exposed to the learning pedagogy, but only one class used robotics as a tool in their tasks. The life science unit was comprised of fourteen 120-minute sessions and students worked in groups to build and code in the context of life science following the structure of the tasks. Task-based Instruction as a learning approach paired with or without the robotic tool improves science academic achievement and attitudes toward Biology. Though there was no significant difference on the overall grit score between the groups, it is important to note that there was an improvement on the grit subcategory perseverance of effort after instruction among students in the robotics learning group. Further, the positive results on their attitude towards robotics suggest that it is possible to learn engineering skills such as coding and building in a short period of time.

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