The evaluation of robotics activities for facilitating STEM learning

Abstract

We used the theory of planned behavior to predict students’ intentions to choose STEM (science, technology, engineering and mathematics) in the transition from middle school to high school after participating in robotics activities. We found that students’ attitudes towards STEM were not as high as expected, although most of them expressed an intention to choose future study of STEM. Then we interviewed teachers on their attitudes on the effect of robotics activities on choosing to study STEM, and checked if the activities actually led to an increase in students choosing STEM. We found positive results for both questions.