Enhancing Students’ Perceptions of Problem-Solving Skills and STEM Attitudes with Arduino-Assisted Robotics Coding

Abstract

This study investigates the impact of Arduino-assisted robotics coding activities on primary school students’ problem-solving skills and STEM attitudes. Utilizing a one-group pretest-posttest design, the research involved 49 fourth-grade students who participated in an 8-week intervention integrating coding and robotics into science instruction through the 5E learning model. Data were collected using a problem-solving perception scale and a STEM attitude scale, and analyzed with Wilcoxon Signed Ranks Tests due to non-normal data distribution. Results revealed a statistically significant improvement in students’ problem-solving skills and in the 21st century skills sub-dimension of STEM attitudes. However, no significant changes were found in attitudes toward mathematics, science, or engineering. The findings emphasize the effectiveness of experiential, hands-on learning activities in fostering cognitive and transversal competencies essential for 21st century learners. While the intervention enhanced problem-solving and collaboration abilities, a single short-term application was insufficient to shift disciplinary attitudes, suggesting a need for prolonged engagement. This study contributes to the growing body of literature supporting the integration of robotics and coding in STEM education and provides practical insights for educators seeking to implement technology-enhanced, constructivist pedagogies in primary school classrooms.

Keywords

• Arduino
• robotics coding
• problem-solving skills
• STEM attitudes
• primary school

Arduino Destekli Robotik Kodlama ile Öğrencilerin Problem Çözme Becerilerine Yönelik Algılarının ve STEM Tutumlarının Geliştirilmesi

Abstract

This study investigates the impact of Arduino-assisted robotics coding activities on primary school students’ problem-solving skills and STEM attitudes. Utilizing a one-group pretest-posttest design, the research involved 49 fourth-grade students who participated in an 8-week intervention integrating coding and robotics into science instruction through the 5E learning model. Data were collected using a problem-solving perception scale and a STEM attitude scale, and analyzed with Wilcoxon Signed Ranks Tests due to non-normal data distribution. Results revealed a statistically significant improvement in students’ problem-solving skills and in the 21st century skills sub-dimension of STEM attitudes. However, no significant changes were found in attitudes toward mathematics, science, or engineering. The findings emphasize the effectiveness of experiential, hands-on learning activities in fostering cognitive and transversal competencies essential for 21st century learners. While the intervention enhanced problem-solving and collaboration abilities, a single short-term application was insufficient to shift disciplinary attitudes, suggesting a need for prolonged engagement. This study contributes to the growing body of literature supporting the integration of robotics and coding in STEM education and provides practical insights for educators seeking to implement technology-enhanced, constructivist pedagogies in primary school classrooms.

Keywords

• Arduino
• robotics coding
• problem-solving skills
• STEM attitudes
• primary school

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