The Effect of Using an Educational Robot in the Scientific Thinking and Achievement among Basic Sixth Grade Students in Science

Abstract

The current study aimed to investigate the effect of using an educational robot on developing scientific thinking and achievement among Basic sixth-grade students in science. The study employed a quasi-experimental design, involving 40 sixth-grade students who were divided into two groups: 20 students in the experimental group, who studied using the educational robot, and 20 students in the control group, who were taught using traditional methods. The study utilized two assessment tools: a scientific thinking test consisting of 15 items and an achievement test comprising 30 statements. The results indicated statistically significant differences at the 0.05 significance level (α = 0.05) between the mean scores of the experimental and control groups in both the scientific thinking and achievement tests. In favoro the experimental group that learned using the educational robot. Based on these results, the study recommended the integration of educational robots in science teaching.