The Effects of a Robotics Educational Platform

on STEM Career Interests

in Middle School Students
Tracy Hinton
The University of Alabama
Hillcrest Middle School Tuscaloosa, Alabama

Summary of the Project

Statement of the Problem

This study examines the effects of a Lego Robotics curriculum on

the attitudes and interests of middle school students toward STEMbased majors and careers. A structured, hands-on robotics
educational platform can be a worthwhile activity that provides
hands-on learning as students learn basic programming and
engineering skills. Based on the popularity of Lego toys, Lego
Education has developed an engaging and effective way to learn
about computer programming and basic engineering concepts. The
researcher anticipates that these activities will inspire a love for
science, technology, engineering, and/or math so that they can
develop an increased interest in STEM-based college degree
programs and careers.

In a 2014 study, the Bureau of Labor Statistics (BLS) reported that

STEM-related careers have a large expected growth rate, but there
are not enough graduates, especially women and minorities, to fill
these positions. As the number of STEM college graduates
decreases, especially among women and minorities, researchers
are seeking ways to retain students in STEM majors so that they
are better prepared to enter careers in science and technology.
Increased efforts are being made to reform STEM education from
early childhood to college level studies, mainly through increased
efforts to incorporate new technologies as well as project-based
learning activities (Hegedorn & Purnamasari, 2012).

Methods
This study will utilize a mixed methods research design. The
purpose of this study is to investigate the effects of a robotics
educational platform on the interests and attitudes of STEM-related
topics and careers in middle school students. A comparison of
scores from students who participated in the instructional robotics
activity will be compared with students who participated in a
traditional non-technology classroom activity. A pre- and postsurvey will be given to assess student attitude and engagement in
the robotics activities. Data will be analyzed using both quantitative
and qualitative methods.

Statement of Purpose
Research Questions

The research questions explored in this study include:

1. Is there a significant difference in pretest and posttest
scores of attitudes toward STEM college majors and careers
among students who participated in the Lego Robotics unit?
2. Is this a significant difference in pretest and posttest
scores of attitudes toward high school math, science, and
computer programming courses among students who
participated in the Lego Robotics unit?
3. Is there a significant difference in pretest and posttest
scores of attitudes toward STEM college majors and careers
among males and females who participated in the Lego
Robotics unit?
4.
Is there a significant difference in pretest and posttest
scores of attitudes toward high school math, science, and
computer programming courses among males and females
who participated in the Lego Robotics unit?
5. Is there a significant difference in students own
assessment of their problem-solving, creativity, and
collaboration skills?
6. What are students perceptions toward Lego Robotics
activities for learning?

The purpose of this study is to investigate how the instructional use

of a robotics educational curriculum engages students and promotes
a positive attitude toward STEM-related careers, especially in
females. The impact of the Lego Robotics curriculum on addressing
21st century learning skills, including problem-solving and creativity
abilities, will also be examined. In addition, the researcher will seek
to determine the impact that the Robotics curriculum will have on the
intentions of students to take additional or higher-level math,
science, and computer programming courses at the high school level
in order to better learn about STEM-related college majors and
careers. Since the impact of a middle school Robotics platform has
yet to fully be explored, the researcher will carefully observe
students throughout the activities and provide suggested
instructional uses of the Robotics curriculum.

Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks: SAGE
Publications.
Hagedorn, L., & Purnamasari, A. (2012). A realistic look at STEM and the role of community
colleges. Community College Review, 40(2), 145-164.
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A
descriptive study of secondary teachers' curriculum-based, technology-related instructional planning.
Journal of Research on Technology in Education, 43(3), 211-229. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=59157636&site=eds-live&scope=site
United States Department of Labor. (2015). Bureau of Labor Statistics. Retrieved from www.bls.gov.

Setting

Participants

Alabama Department of Education. (2008). Alabama course of study: Career and technical education.
Retrieved from http://
www.alsde.edu/sec/sct/COS/2008%20Alabama%20Course%20of%20Study%20Career%20and%20Technic
al%20Education.pdf

Theoretical or Conceptual Framework

The theoretical framework that will guide this study is

TPACK, which focuses on content-focused, learning
activities. With this framework, instructional activities are
student-centered and focuses primarily on students
intellectual engagement (Harris & Hofer, 2011).

Instruments used in this mixed methods study will

include a pre- and post-survey that assesses
attitudes and interests in STEM college majors and
careers. In addition, students will also participate
in focus groups. Specifically, the researcher plans
to use a convergent design, in which the intent of
the research is to collect both quantitative and
qualitative data, analyze both datasets, and then
merge the results of the two sets of data analyses
with the purpose of comparing the results
(Creswell, 2015).
Data Collection

This study will take place in a metropolitan middle school

comprised of 640 6th 8th grade students from a school
district in West Central Alabama.

References

Instrumentation

Participants in this study will

consist of a convenience sample of
th
th
male and females 6 8 grade
students who are of various
socioeconomic backgrounds.
These students are currently
enrolled in Career Technologies
classes that focus on career
explorations and integration of
modern technologies.

Data will be collected from pre- and post-surveys that

include both objective and open-ended responses.
Quantitative data from the Likert-scale responses will
be analyzed for relationships using a Person productmoment correlation. A more precise significance
level will be determined with a Bonferroni correction.
Qualitative data will be used to identify a central
phenomenon, or key topic, in order to explore it with
open-ended questions to participants (Creswell,
2015). As the researcher searches for common
trends and patterns, the researcher will explore the
responses of the participants and attempt to provide
an accurate reflection of their views, which will
provide validity to the study.

Data Analysis
Data analysis will include t-tests, ANOVA, and chisquare.Cronbacks alpha will be used to calculate reliability using
Statistical Package for the Social Science (SPSS) version 23. In
addition, qualitative data from the open-ended questions and
focus groups will be used to clarify responses and to further
inform the research regarding students attitudes and interests in
STEM topics and careers.

Contact Information
Tracy Hinton
Hillcrest Middle School
401 Hillcrest Middle School Road
Tuscaloosa, Alabama 35405
205-349-9089
jthinton3@gmail.com or thinton@tcss.net