ENGINEERING DESIGN-BASED ROBOTICS CODING AS A PATHWAY TO ACADEMIC ACHIEVEMENT AND METACOGNITIVE DEVELOPMENT IN SCIENCE EDUCATION
ENGINEERING DESIGN-BASED ROBOTICS CODING AS A PATHWAY TO ACADEMIC ACHIEVEMENT AND METACOGNITIVE DEVELOPMENT IN SCIENCE EDUCATION

Summary/Abstract: Understanding how learning occurs in engineering design-based robotics coding (ED-RC) environments remains an important issue in science education, as previous research has primarily focused on learning outcomes rather than the processes underlying these outcomes. This study examined the effects of ED-RC applications on sixth-grade students’ academic achievement and metacognitive awareness, with particular attention to metacognitive regulation during learning processes. A convergent parallel mixed-methods design was employed. The quantitative component used a quasi-experimental pretest–posttest control group design with 61 students, while qualitative data were collected through semi-structured interviews. Quantitative data were analysed using ANCOVA, and qualitative findings were examined through a theory-driven descriptive framework. The findings indicated that the experimental group achieved significantly higher scores in both academic achievement and metacognitive awareness after controlling for pre-test differences. Qualitative findings further showed that students engaged in planning, monitoring, evaluation, debugging, and revision processes throughout the activities. Overall, the findings suggest that ED-RC environments may support learning through iterative design and reflective problem-solving processes that encourage metacognitive regulation.

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