2015 International Symposium on Agents, Multi-agent Systems and Robotics (ISAMSR)

An Evaluation of Robotic Education Scale in

Enhancing Science Achievement
Ahmad Faizal Abdul Wahab1, Mustaffa Halabi Azahari2, Rosita Mohd Tajuddin1
1
Centre of Postgraduate Studies
2
Dept. Photography & Creative Imaging
Faculty of Art and Design
Universiti Teknologi MARA
Shah Alam, Selangor
faizalide@yahoo.com, {mustaffa, rositatajuddin}@salam.uitm.edu.my

Abstract The development in education in the 21st century has
demanded Malaysian students to be on par or better with other
students in advanced countries. Various pedagogics of teaching
and learning are introduced in the class in order to produce good
students in thinking, technical and moral values skills. One of
the pedagogics introduced is using robotic education in the
Malaysian education system. Among the advantages of robotic
education are students can play in the learning process, can use
ICT, problem solving, reasoning and working in teams. It was
introduced in the education system particularly in the primary
and secondary school education in 2005 by the Ministry of
Education of Malaysia as a co-curricular activity which later is
expanded as a competition from schools, districts, and states,
national to international levels. The objective of this study is to
analyze the impact of robotic education in enhancing learning
process among students. Quantitative approach by using
questionnaires method to thirty selected students is employed.
The result indicated that many students agreed that robotic
education is required and relevant in enhancing learning process
among students. It provides an interesting and positive learning
environment where students are exposed various teaching and
learning activities in the classroom where the students have
to conduct experiments to get answers for each question which
different from conventional learning activity of memorization
and writing. As a conclusion, robotic education would entice
students to learn by themself besides that can help to improve
students thinking skills.
Index Terms robotic, students, thinking skills, science and
technology (Abstract)
I. INTRODUCTION
Robotic education is a branch of science and technology
and it is an experiment-based learning. Robotic education has
been proven to be an important tool in education nowadays. It
encourages students to learn hands-on practice which could
arouse students curiosity and eventually help them in problem
solving in Science and Technology subject [1]. However
robotic education is not being implemented seriously in
Malaysia education [2]. Students are also introduced to a
number of skills in robotic education which can help them
explore the 21st century. Robots have become important in the
field of education and have been used to improve the quality
and level of students learning, ranging from primary schools
to tertiary level [3].
Students will experiment with learning materials to find an
answer or solution to a problem given. In the experiment, they
will use their skills to think, communicate and apply their ICT
knowledge to get the results that will meet the standard
required. When they have acquired this knowledge, it is easier
to understand and use it to their life. Papert, 1986 also stated
that students learn effectively when they are involved in the
creation of external objects that live in the real world [3]. The
exposure to these elements will help them face the real
employment situation in the future.
Many developed countries have introduced this subject to
prepare the students for the globalization era and 21st century
knowledge. ICT and Technology based subject focuses in
preparing the students for the 21st century. Traditional
education system such as writing and memorizing techniques
needs to be changed; where students should not only
memorize but must also master the skills. Learning is a
process that should be incorporated; from the most basic to the
most complex so that students can grasp the learning
outcomes gradually and regularly. The implementation of
robotic and F1 in schools have helped training students
thinking skills [4].
Preparing students for employment, citizenship, and life
in the 21st century is complex [5]. Globalization, technology,
migration, international competition, changes in the market,
and transnational environmental and political challenges add
new challenges for the students to develop the skills and
knowledge which they need to acquire to be successful in 21st
century [5]. 21st century education requires students to provide
a platform for self-learning with the assistance of teachers,
peers, learning materials and environment [5]. 21st century
education also requires students to master the critical thinking
and problem solving skills, having good grasp of oral and
written communication skills, accessing, analyzing
information and of course, curiosity and imagination too. If a
comparison is made between the 21st century education and
robotics education, we can see the relationship and
interdependence between each other. Both have common
skills which the students need to master. Robotic education

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 2015 International Symposium on Agents, Multi-agent Systems and Robotics (ISAMSR)
activities that have been carried are complementary to the
activities proposed in the of 21st century education.
II. ROBOT IN EDUCATION
Robot was originally created in 1921 and was introduced
by a Czech nation, Karel Capek in the drama "Rossum's
Universal Robots". As for the word robotic, it was invented
by Isaac Asimov in a science fiction about a robot in the
1940s. For more than 100 years, human could only imagine
about robot. There was no specific description about the form
and function of the robot [6]. Probably catapult machine
which was using the simplest technology during the ancient
war, could be categorized as a robot at that time. But yet, this
tool was generated by humans which couldnt function
automatically, Robot becomes part of the science-fiction,
especially during galactic warfare such as in "Star Wars" film
which R2D2 and C3PO robots were created.
Robots today are very real and they can perform various
types of important jobs such as exploring other planets,
investigating deep-sea volcanoes, assembling cars and
performing surgery [6]. Robot helps to run humans work and
chores, without ever feeling tired. They work the way they are
programmed which out any flaws at all. Some robots can even
produce better results than humans. Today robots have various
special functions such as getting information through
censorship, get involved in the programming and ICT. They
can perform tasks efficiently, quickly and facilitate human life
[7]. Robot may be in a form of vehicles, equipment or
machineries, which are automatic or semi-automatic, operated.
Apart from the functions above, robots have also become an
important tool in education. Robotic education program is a
learning platform which can produce skilled workers for
success in the 21st century [8]. Robotic education is an initiative
to help improve the students knowledge in Science,
Mathematics, ICT and engineering [8]. Through solid
foundation in science, technology, information and
communication technology (ICT), which is designed through
hands-on experience and experimentation, [9] students are able
to compete globally and to fulfill the characteristics of the
human capital needed in the 21st century.
Robotic education program emphasizes on some important
elements such as problem-solving skills, creative thinking
skills, communication skills, teamwork and higher-order
thinking skills [10]. Robotic education program also allows
students to develop logical thinking systematically to produce
fully functional robot [9]. Students involvement in robotic
education may offer additional educational benefits which are
not offered in text books. This benefit may not be explained
directly because sometimes things happen unexpectedly, only
those who have experienced in using and controlling the
robotic equipment could explain this matter.
There are several benefits that could be obtained
through educational robotic, such as an interdisciplinary
approach, motivation, a way to promote collaboration, a way
to foster the learning of the 21st century skills (critical
thinking and problem solving, communication, collaboration,
creativity and innovation) and computational thinking [11].
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Hence, students who have robotic background could deliver
assignments given by teachers in a creative manner [12]. They
are able to solve problems and work independently [1].
Students are also able to think innovatively and this will
enable them to perform successfully in schools and higher
education institutions.
Over the past years, the interest in robotic education has
increased and several attempts have been made worldwide to
introduce robotic in schools education; from kindergarten to
high school, mostly in the field of Science and Technology
subjects [12]. Robotic education is conducted in Robotic Club
during co-curricular activity. In primary school, this activity
is first introduced when the students are in year 4. They can
choose this club for their extra-curricular activities with the
condition that they must have interest and passion in it. As for
secondary schools, they could join this club as their curricular
activities ever since they are in form 1 and they could continue
up until form 5. During the early stage, students are usually
introduced with robotic components such as NXT (the brain
that stores all programming made), sensors, gears and other
components. Students will start to design robots based on
knowledge of these components.
As for next stage, they need to make a basic programing to
enable the robot to move. Once they have mastered all these
stages, they will start to prepare according to the format of the
competition. SASBADI Malaysia (the company organizing the
robotic competition for schools in Malaysia) also participates
in producing teaching and learning modules such as 5 Minute
Robot. Students need to install the components in 5 minutes
and then to program it with some basic movements. Students
need to find the easiest solution in terms of the appropriateness
of the design and programming to ensure that the robot can be
completed within the time frame given. Review from the past
studies have also acknowledged the role of robotic in
education that contributed towards students achievement
in the science education.
III. ROBOTIC AND ENHANCING HIGH ORDER THINKING SKILLS
"21st century skills," "higher-order thinking skills,"
"deeper learning outcomes," and "thinking and complex
communication skills" is not something new [5]. Research
about high order thinking skills among students in Malaysia
have been conducted since the Ministry of Education
emphasizes the importance of thinking skills among the
students. Study presented by Rank Report, high order
thinking skills required by students to succeed in the context
of the 21st century[5] . This is important because students
should have a variety of important skills such as problem
solving, reasoning, creative thinking and innovation [4].
A high order thinking skills (HOTS) are important because
they will encourage problem-solving skills, creative and
critical thinking skills, communication skills and team
collaboration skills among the students [9]. The purpose of
robotic education is not just to create excitement among the
students but to use this excitement to help them learn what
they have found difficult to study using conventional methods
[3]. The study of robotic requires them to design, identify the
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 2015 International Symposium on Agents, Multi-agent Systems and Robotics (ISAMSR)

function and to use the computer programing to enable the is the perfect medium to improve students achievement in
robot to function as programmed [5]. Robotic education also Science and Technology.
cultivates curiosity, self-directed, problem solving and can
even change students attitude towards technology [7].
The importance of thinking skills and robotic has been
identified as one of effective instrument in learning [2].
Educational robotics can trigger the curiosity in them and raise
their awareness to explore and question their ideas with the
new tool. It provides them with ways to explore ideas, build
their knowledge through real-world experience when they are
using mechanical parts and programming [10]. Robotics-based
learning encourages students to explore ideas and this will
increase their curiosity and make them eager to work on the
project because they are interested in it as the project will give Fig.1. Malaysia students achievement in the World of Robot Olympiad
2009[4]
personal meaning to them. From a constructivist theory of
education, explaines that learning comes from an active
process of knowledge construction (Piaget, 1972) , this means
knowledge can be obtained through real life experience and
previous knowledge related to the student [5].
In six cognitive domains that were introduced in Bloom's
Taxonomy, robotic education utilizes almost all the domains
in the implementation of its activities. In the domain of
knowledge (memorize and arrange) [13], that is at the bottom
of the Blooms taxonomy, students use the knowledge to
design a robot using the basic components of robotic. In the
domain comprehension (identify, classify, explain, indicate,
locate) [13], robotic education emphasizes each student to
understand the importance of each component and sensor used
in the design. Domain application (apply, choose, illustrate) Fig.2. Malaysia students achievement in the World Robot Olympiad
2013[14].
[13],encourages students to apply their knowledge in designing
robot, in terms of designing, the usage of sensors, function,
reasoning and facing the consequences of their actions . V. RESEARCH METHODOLOGY
The following are three highest domains in Blooms
taxonomy involving higher-order thinking skills. In the
analysis domain (Analyze, appraise, calculate, examine, A. Sample and Procedure
experiment) [13], the students have to analyze each problem in A quantitative research methodology was utilized
the production of robot and to find solutions to overcome it. to collect data. To validate the scale, a pilot survey of 30
This domain also requires students to evaluate the student respondents was used. Student respondents were
effectiveness of each component in the design process. In selected based on the purposive sampling method. The
evaluating domain (defend, consider, explain) [13], students questionnaire was personally hand-delivered. Student
can identify the effectiveness of the robot based on the design respondents aged between 14- 15 years old were the target
and programing that have been constructed. While the highest sample of the study. Students were selected because they
domain, create (decisions, reconstruct, adapt, formulate) [13], determined whether robotic education was suitable for them in
prepare to students to enable them to explain, to make helping them to improve their learning achievement in Science
decisions, to reconstruct the idea to improve it or other subject. A closed-ended questions is were used in
concepts. questionnaire. Responses were captured on a 5- point Likert
scale anchored by 1 as strongly disagree to 5 as strongly
IV. STUDENTS ACHIEVEMENT IN ROBOTIC EDUCATION agree. Demographic information required included gender,
race, member of robotic club or not and state. A reliability
In order to attract students to explore the field of Science
analysis was utilized to validate the reliability of the scale.
and Technology, robotic is a tool that is able to change the
This test is crucial to determine whether the question used in
system of learning in enhancing students learning
the pilot survey is measuring what it is supposed to
achievement in the classroom [3]. It does not only involve in
measure. Besides that, correlation analysis also used to
the field of Science and Technology but also in other areas not
measure the relationship between factors.
mentioned here. Based on Malaysia students achievement in
the World Robot Olympiad , it is proven that robotic
education can improve students higher-order thinking and it

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 2015 International Symposium on Agents, Multi-agent Systems and Robotics (ISAMSR)
VI. RESULT
A. Reliability Analysis
Reliability analysis was conducted to assess the level of
consistency between the various measurement variables. The
purpose of conducting a reliability of the analysis was to
examine the consistency of measures in measuring what it was
supposed to be measured as the result of the questionnaire.
Cronbach alpha .70 was used as the benchmark in assessing
the reliability measures. A minimum value of Cronbach alpha
suggested by Nunally (1978) was considered as a sufficient
value in determining the construct reliability. Reliability
analysis was conducted on eight (8) factor solutions. Based on
the results of the analysis of reliability, all the reliability of the
constructs showed more than 0.70;.
Factor 1: The suitability of using robotic in Science subject
(8) items taken into consideration 0.84;. Factor 2:
Remembering (The first ranked in 6 level of High Order
Thinking Skills) which have six (6) items, scored 0.7;. Factor
3: Understanding (The second ranked in 6 level of High
Order Thinking Skills) which have five (5) accounted 0.73;.
Factor 4: Applying (The third ranked in 6 level of High Order
Thinking Skills) which have six (6) items scored 0.79;. Factor
5: Analyzing (The fourth ranked in 6 level of High Order
Thinking Skills) which have five (5) items scored 0.77;.
Factor 6: Evaluating (The fifth ranked in 6 level of High
Order Thinking Skills) which have four (4) items with the
highest score, 0.88;. Factor 7: Creating (The highest level in
High Order Thinking Skills) which have five (5) items scored
0.84 and Factor 8: Impact of robotic education in improving
students achievement in Science and Technology contained
12 item accounted .87.
Table 1: Reliability Result
B. Correlation Analysis
Referring to the table below, it is shows the correlation
analysis for all variables in this study. It is indicated that all
the variables have significantly positive effect between
suitability, remembering, understanding, applying, analyzing,
evaluating, and creating towards impact of robotic education
in improving student achievement in science and technology.
This implies, when the suitability, remembering,
understanding, applying, analyzing, evaluating, creating were
increase or high order thinking skills, then the academic
achievement will be enhanced.
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Table 2: Summary Results of Pearsons Correlation
VII. DISSCUSSIONS
This research aimed to evaluate and validate the scale made
to study the importance of robotic education in students
Science achievement. Overall result was, this questionnaire
was reliable because every item that was questioned, measured
all the factors; it clearly shown that most of the items were
reliable to measure the robotic education in enhancing
students Science achievement.. Overall, this questionnaire is
reliable because every item that questioned measured all the
factors; it is shown that most of the items are reliable to
measure the robotic education in enhancing students science
achievement. Most of the items in factor 1 measure about the
suitability for use of robotics in Science Subject. Factors 2 up
to 7 explain about the thinking skills by 6 levels of mastery
learning which are widely used in the Science learning process
by an order that is "remembering, understanding, applying,
analyzing, evaluating and creating",[13]. Factor 8 describes the
impact of robotics education in improving student achievement
in science and technology.
VIII. CONCLUSION
From the questionnaire responses, it appears that most
students are interested in robotic. They have agreed that
robotic equipment triggered their interest for them to continue
to study Science subject in addition to the existing teaching
aids. Students are motivated but yet active learning will be
more challenging due to different learning styles and this will
give more impact on the teaching and learning process [2].
Furthermore, learning through designing, building and
operating the robot may lead to knowledge and mechanical
skills and high-tech computer engineering in high demand in
the industry. In addition, it can promote the development of
high order thinking skills, problem solving, independent
learning and teamwork skills [2].
Initially, only 500 schools participated in robotic
competitions in Malaysia, this number is growing every year
and in 2013, nearly 3,000 teams participated in this
competition [8]. This shows that the students interest in
robotic education is increasing and it is a positive indication
that the awareness and interest of the students in the field of
robotic has become more widespread [9]. Hopefully robotic
education will continue to grow and more schools will take
part in it to enable Malaysia to produce students who will
contribute to the human capital and complement the need of
21st century skills to ensure Malaysia to be a developed
country.
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