Effects of Educational Robotics on Students’ Achievement in Basic Science and Technology Among Junior Secondary School Students in Niger State

Abstract

The study investigated the effect of educational robotics method on students9 achievement and interest in Basic Science and Technology. Three research questions and three null hypotheses guided the study. Quasi-experimental design was adopted for the study. The study was carried out in Bida Educational Zone of Niger State. The sample for the study comprised of 80 JSSII students from two intact classes in two secondary schools in Bida Education Zone of Niger State, drawn using multi stage sampling techniques. The experimental group were taught using educational robotics method, while the control group was taught using conventional lecture method. The treatments lasted for four weeks. Two instruments were used for data collection in the study namely; Basic Science and Technology Achievement Test (BSTAT) and Basic Science and technology Interest Inventory Scale (BSTIIS). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results revealed that educational robotics instructional method was superior to conventional instructional method in facilitating students' achievement and interest in Basic Science and Technology. There was no significant difference in the mean scores of male and female students in Basic Science and Technology after the treatment, although male students performed slightly better than their female counterpart. Educational robotics method was more effective than the conventional method. Based on the findings of the study, the educational implications of the findings were highlighted and the following recommendations were proffered among others: that Basic Science and Technology teachers should adopt educational robotics instructional method when teaching in order to enhance students' achievement and interest in Basic Science and Technology.