BATANGAS EASTERN COLLEGES

SENIOR HIGH SCHOOL

DEPARTRMENT
SAN JUAN, BATANGAS

Benefits of Studying Robotics

Programming in K to 12
Curriculum of
Science,Technology,Engineering
and Mathematics and Information
Communication Technology
Students in Batangas Eastern
Colleges
Submitted to:
Ms. Realiez R. Ruiz
 Submitted by:
Buela, Rose Ann
Buenafe, Princes Dianne
Diaz, Crystal Grace
Perez, Mariz
 CHAPTER I
INTRODUCTION
Robots are objects in an object-
oriented program that can receive
message telling them to move ,turn,pick
things up and put things down again. In
robotics programming, creating
programs that model a world filled with
robots, directing them to move, turn,
pick up, transport, and put down things.
This robot world is simple to model, but
quickly reveals key concept of object-
oriented programming objects, classes,
attributes, and services.
 It provides a rich set of classes that
students use to learn about objects before
they are asked make their own robot.
Students are about to embark on an exciting
journey of learning to program using Java in
making their own robot. Once a students are
comfortable with many aspects of objects
and classes, the examples shift from robots
to a much broader set of robots. Transferring
the knowledge gained using robots to
another problem is an important part of
mastering the material.
 In this study, we will going to discuss are
the benefits of robotic programming for
STEM and ICT students in Batangas
Eastern Colleges, the importance of
studying robotic programming, robotic
programming help for K to 12 students in
finding their stable job, reason of robotic
programming being part of K to 12
Curriculum and the edge of STEM and ICT
students who take robotic programming
compared to HUMSS, ABM and HE.
GENERAL PROBLEM:

This study aims to discover

benefits of Studying Robotic
Programming of STEM and ICT
Students in Batangas Eastern Colleges.
RESEARCH QUESTIONS:

1. What are the benefits of Robotics

Programming for STEM and ICT Students in
Batangas Eastern Colleges?
2. What are the importance of studying
robotics programming?
3. How can robotics programming help K to 12
students in finding their stable job?
4. Why is robotic programming part of K to 12
Curriculum?
5. What is the edge of ICT students who take
Robotic Programming compared to HUMSS,
ABM and HE?
SCOPE AND DELIMITATIONS

This study will focus on discovering the

benefits of studying robotic programming
for STEM and ICT students in Batangas
Eastern Colleges. It may focus also on
the importance of studying robotic
programming. In how robotic
programming help those K to 12 students
in finding their stable job. Robotic
programming being part of K to 12
curriculum and the edge of the students
studying robotic programming to others.
SIGNIFICANCE OF THE STUDY
The findings of this study will be useful
and valuable as it will give insights to the
school administrator, school principal, Grade
11 ICT teachers, STEM, and ICT students
future ITs and future researcher.
To the administrator. Findings of the
study will give them a lot of information
about the benefits may computer
programming give in the curriculum.
To the school Principal. By this course
which is computer programming it may help
them to improve and understand about
enhancing the content of the course.
 To the grade 11 teachers. The research study will
help them for more understanding about
particular programming in the curriculum. This
will lead them to know everything in terms of ICT
courses that may offer in the school. This study is
significant to them in away that they may easily
provide some strategies and that is included in
the particular course.
To the STEM and ICT students. This study could
been more easily understandable by the
students. The student easily cope up with the
new program that curriculum enhancing. They
were be more benefited in the way they will be
more competitive than others.
 To the future ITs. This study will be more
challenging in terms of competing to other
courses. It is more demanding that our
society will be needed in the 20th century.
To the future researcher. This study will
lead them to conduct another research more
about in robotics programming. It will also
serves them to become more interested in
conducting particular research like this.
 CHAPTER II
REVIEW OF RELATED LITERATURE
Books
Madill, H., Campbell, R. G., Cullen, D. M.,
Armour, M. A., Einsiedel, A. A., Ciccocioppo,
A. L., et al.(2007). Developing career
commitment in STEM-related fields: myth
versus reality. In R. Burke, M.Mattis, & E.
Elgar (Eds.), Women and minorities in
science, technology, engineering and
mathematics:Upping the numbers (pp. 210
244). Northhampton, MA: Edward Elgar
Publishing.
Research and policy changes over the past 5 years
have brought about a newfound focus on STEM
(science, technology, engineering, and math)
education for young children (Sesame Workshop
2009; White House 2011). In particular, the T of
technology and the E of engineering, which have
been most neglected in early education, has gotten
significantly more attention with the release of new
learning standards and best practices for integrating
technology into early childhood education (Barron et
al. 2011; International Society for Technology in
Education (ISTE) 2007; NAEYC and Fred Rogers Center
for Early Learning and Childrens Media 2012; U.S.
Department of Education 2010).
As part of this push to teach technology and
engineering to young children in a developmentally
appropriate way, robotics and computer
programming initiatives are growing in popularity
amongst early childhood researchers and educators
(Bers 2008).Recent work has shown how the field of
robotics holds special potential for early childhood
classrooms by facilitating cognitive as well as fine
motor and social development (Bers et al. 2013).
Young children can become engineers by playing
with motors and sensors as well as storytellers by
creating and sharing personally meaningful projects
that react in response to their environment (Bers
2008).
 Although young children are growing up
in an increasingly digital environment, school
curriculum does not always focus on
exploring the digital world until later
elementary years. Only a small number of
countries and regions (such as the United
Kingdom) have established clear policies and
frameworks for introducing technology to
young children (Siu and Lam 2003). Instead,
science curricula in early childhood
classrooms are more likely to focus on the
natural world including plants, animals, and
the weather. While learning about the natural
world is important, developing childrens
knowledge of the human-made world, the
world of technology and engineering, is also
needed for children to understand the
 In a typical early childhood classroom, it is not
unusual to see young children exploring
foundational engineering concepts by building and
designing with crafts, recycled materials, and
LEGO_ pieces. However, what is unique to our
world today is the fusion of electronics with
mechanical structures. Children encounter sensors
whenever they use a sink with automatic water
dispensers or walk into a room where the lights
come on without a switch (Bers and Horn 2010).
Humans live in a world in which bits and atoms are
increasingly integrated; however, we do not
always teach our young children about this (Bers
2008). Robotics offers a way to teach young
children about the types of sensors and electronics
they encounter in daily life in a hands-on and
engaging way. Teaching foundational programming
concepts, along with robotics, makes it possible to
introduce children to important ideas that inform
the design of many of the everyday objects they
 Java
Learning to Program with Robots
Byron Weber Becker, University of Waterloo
Karel Robot Book
COPYRIGHT 2007 Thumbodys Thinking Inc.
Starting with Robots
Robots are objects in an object-oriented
program that can receive messages telling
them to move, turn, pick things up, carry
things, and put things down again. We all
have a mental image of robots and can easily
direct them to perform a task, such as
picking up three things in a row and putting
them in a pile.
Advantages of Using Robots
Using robots to learn object-oriented
programming offers significant advantages. I
have used this approach in my classes for
half a dozen years, and find that the
following qualities are the most important
advantages.
Visualization:
The visual qualities of robots make it easy to specify
a problem using pictures and a few lines of text. They
provide visual feedback about the correctness of the
program. Watching the robot traverse the screen
makes debugging easier. This text makes the most of
the human brains highly optimized processing of
visual input.
Ease of Programming:
Object-oriented programs are easier to write when
programmers can imagine what they would do if they
were the objects in the program. Robot objects make
this easy. Because moving, turning, picking things up,
and putting them down again are activities that we
do every day, it is easy for us to give directions to
one another or to a robot object. Even though this
method is easier to grasp, we still learn important
object-oriented programming concepts.
Fun:
Robots are fun! I have never had so much fun with a
classroom of students as the day we worked with a
paranoid robot that looked to the right and to the left
before it moved forward. People who acted it out
adopted a hunched, uptight look with shifty eyes that
generated much laughter among the students. Later in
the same period, we turned this into a paranoid thief
that went up the aisle swiping small objects from student
desks, all the while looking both ways before it would
move. It was fun, but it also taught students about
inheritance, one of the three hallmarks of object oriented
programming.
Quick Startup:
The robot microworld allows students to begin object-
oriented programming immediately using real objects in
a real programming environment. Similar approaches
often use graphics alone, but robots are more intuitive
than graphics and have many more interesting
algorithmic aspects.
Pedagogy:
Finally, I believe that the largest benefit of
using robots is that they lend themselves to
a superior pedagogy for teaching object-
oriented programming. This ultimate benefit
is more fully explained in a later section of
this Preface, For Instructors.
For Students
You are about to embark on an exciting
journey of learning to program using Java.
For Instructors
Robots uses objects to their fullest extent from
day one, but doesnt overwhelm the students.
How? It provides a rich set of classes that students
use to learn about objects before they are asked
to write their own classes. Lets explore this Use,
Then Write pedagogy further by comparing it with
the alternatives.
Object-Oriented Pedagogies
The concepts of object and class are intimately
related. Each kind of object in a students program
is created from a class that a programmer writes
to define the objects characteristics. Given that
students need to master both using objects and
writing the classes that define them, a crucial
question is how to order these topics. There are
three possibilities for writing classes and using the
resulting objects:
Write and use:
In this approach students are asked to master the
basics of writing a class at the same time they are
learning how to use objects. One author, for
example, introduces classes and objects by
describing how to use a bank account object in
only two pages. The author then delves into the
details of writing the class to define it. This
requires introducing students to the distinction
between class and object, declaring objects,
object instantiation, invoking methods, the
structure of a class, defining methods, declaring
parameters and passing arguments, return values,
and instance variables. This presents an incredible
cognitive load for students. The author chose a
wonderful example to convey all these concepts,
but it is still difficult to understand all the
concepts all at once, even at an introductory level.
Write, then use:
When actually writing a program, programmers
first write the required classes and then use
the objects they define. I am aware of only one
textbook that has chosen to follow this same
ordering. It includes a light treatment on the
idea of an object, but then delves into the
details of writing classes with very few
examples of how the objects they define would
be used. This lessens the cognitive load on the
students by focusing on just one of the two
aspects, but leaves students wondering how
these classes are used. Much of the instruction
on writing classes is lost because students
dont have practical experience in using the
resulting objects.
Use, then write:
A third possibility is to first use objects and then
learn how to write classes defining new kinds of
objects. Robots uses this approach. Students
make extensive use of robot objects, learning how
to declare objects, instantiate objects, and invoke
their methods. All the details of writing their own
classes come later, after they are comfortable
with using objects. Robots provides a gentle but
thorough introduction to object-oriented
programming using the Use, Then Write
pedagogy. Its an approach that helps students
write interesting, object-oriented programs right
away. It uses objects early and consistently, even
with the traditional subjects of selection and
repetition. Furthermore, it has been classroom
tested with over 6,000 students at the University
of Waterloo.
 Journals
ICP Primers in Electronics and Computer
Science
Volume 2
Programming: A Primer Coding for Beginners
By (author): Tom Bell (University of
Southampton, UK)
p.15-17 Chapter 2
Variables and Basic Operations
The basic principles and concepts in computer
programming are the building blocks for creating
powerful and innovative applications. Python is a
very straightforward language and has a simple
syntax. It will be the language we will use to
illustrate the concepts that we pick up along the
way. It is designed to allow programmers to create
powerful, beautiful code, quickly and enjoyably. You
will be able to run the brief examples for yourself
using your text editor and Python interpreter, to
check they work. The best way to use this book is to
read a chapter, then run each of the example
programs in that chapter on your own computer. Try
changing the code a bit to get a feel for how you can
tell the computer what to do. If you had prefer not to
worry yet about getting your own Python interpreter
installed, repl. it has a really neat online Python text
editor and interpreter ready for you to use straight
away.
A Hello World from Python
One of the most basic programs that be
written is the age-old Hello World program,
so it seems only fitting that this chapter
should begin with Pythons Hello World. To
print a line of text to the screen, just write:
print Hello World
The output of this program should look like
this:
$ Hello World
Here, the $ symbol is used to denote the
output of the program. If youre using repl.it,
this will appear as => followed by the
output.
Variables
Every mobile application , website, desktop
software or embedded system can be thought of
as being a program that works with data, whether
it is a simple version printing Hello World to a
screen, or a very complex version collecting data
from satellite imaging and processing it to predict
the weather. Even a game, which may not collect
data in any way from the real world, operates by
performing millions of calculations per second on
data inside the program. Data that is accepted by
a program as an input is stored in memory, at a
unique address so that it can be easily read or
changed. If programmers had to remember the
locations of all of these variables in memory, the
process of programming would be immensely
tedious and difficult.
 Happily, in the main programming language that
well be looking at, and in most others, the
programmer does not need to worry about the
address where data is stored. Instead,
programming languages allow us to refer to data by
a name. Items of data, which are stored in memory
and referred to by name, are called variables .
Variables are used in programs to store inputted
data and calculations that use other variables. The
variables can store different types of data. In
general, variables are declared (created) in three
steps:
1. Assign each variable a unique and descriptive
name
2. Specify the type of data the variable can hold
3. Assign a value to each variable (numbers or
letters)
 p.155-156
Elkin, M., Sullivan, A., & Bers, M. U.. (2014).
Implementing a robotics curriculum in an
early childhood Mon-tessori classroom.
Journal of Information Technology Education:
Innovations in Practice, 13, 153-169.
Volume 13, 2014
Implementing a robotics curriculum
From doors that open automatically to lights
that turn on with a clap, children are growing up
in an increasingly technological world. Early
childhood education has begun to embrace this
change as researchers and policymakers have
pushed for an increased focus on STEM
(science, technol-ogy, engineering, and
mathematics) education in early childhood
classrooms (Barron et al., 2011; Gelman &
Breneman, 2004; National Association for the
Education of Young Children [NAEYC] & Fred
Rogers Center, 2012; Sesame Workshop, 2009;
U.S. Department of Education, 2010). Research
has highlighted the importance of exposing
young children to STEM early on to ensure that
they avoid stereotypes and other obstacles to
enter these fields in later years (Madill et al.,
2007; Markert, 1996; Metz, 2007; Steele, 1997).
Integrating Robotics into Montessori Education
Prior research on engineering and robotics has
demonstrated that young children can
experience a range of cognitive and social
benefits when these materials are introduced in
developmentally appropriate ways (Bers, 2008;
Bers & Horn, 2010; Kazakoff & Bers, 2012).
Despite the fact that technology manipulatives
can fit nicely into the Montessori classroom,
there is very little research on integrating
technology into Montessori early childhood
education. This study will connect the body of
research on early childhood robotics with the
research on Montessori early education in order
to identify guidelines for effectively integrating
robotic manipulatives into a multi-age
Montessori classroom.
Programming in Early Education
Robotics involves making physical
artifacts that come to life by programming
their behaviors. When children program
robots, they sequence commands for the
robot to act out (Kazakoff & Bers, 2012;
Kazakoff, Sullivan, & Bers, 2013). Sequencing
skills are foundational for early math,
literacy, and planning (Zelazo, Carter,
Reznick, & Frye, 1997). Prior research with
robotics and programming curriculum has
shown repeated, significant improvements in
sequencing skills for children in kindergarten
and prekindergarten classrooms (Kazakoff &
Bers, 2012; Kazakoff et al., 2013).
 Computer programming promotes
sequencing skills while fostering
computational thinking. This term
encompasses a broad and somewhat
debated range of analytic and problem-
solving skills, dispositions, habits, and
approaches used in computer science (Barr &
Stephenson, 2011; I. Lee et al., 2011). The
foundation for computational thinking is
abstraction. Abstracting concepts from cases
and evaluating and selecting the right
abstraction are critical parts of computer pro-
gramming (Bers, 2010; Wing, 2006).
 Internet
The benefits of robots has increased their
flexibility with being capable of performing a
variety of tasks and applications. They are
more precise and consistent than human
workers. Robots also allow for increased
production and profit margin because they
can complete tasks faster. Robots have the
ability to work around the clock since they do
not require vacations, sick days, or breaks.
They also make fewer mistakes than
humans, saving companies time.
 Other benefits of robotics is that they can
work in any environment, adding to their
flexibility. Robots eliminate dangerous jobs
for humans because they are capable of
working in hazardous environments. They
can handle lifting heavy loads, toxic
substances and repetitive tasks. This has
helped companies to ;prevent many
accidents, also saving time and money.
 In the medical field robots are used for
intricate surgeries such as prostate cancer
surgery. Robots are able to reach and fit
where humans cannot, allowing greater
accuracy. Some robotics benefits in the
medical field are less invasive procedures
and less pain for the patient when
recovering.
CONCLUSION
We conclude that by this study those
beneficiaries will be benefited in the way they
will know how can study about robot help their
everyday lives and serves as the preparation for
the future. Robotics play an important role that
a students can adopt. The robotics can help the
teachers and students in education, they help
the student to become active problem solver
and they can engage in their own learning, so ,
they can solve open ended problems. Studying
in the classroom engages the youth who would
interested in the technology or the engineering,
and bring high technology down to the practical
everyday level.
 By this, robotics can build the ability to
think through the problems strategically with
a focus on logical reasoning, analytical
reasoning and the critical thinking. This
ability is required not only in the critical
science field, but a lot of professional areas
as well. It can prepare the students for the
competitive workforce especially in science
technology which will be in great demand
and they are creative ways to keep the
learning going.
 CHAPTER III
METHODOLOGY
Research Design
Our research will be included in the
phenomenology. This research approach
explores the world of the participants by
gaining thoughts, insights and perceptions
to a particular phenomenon. Therefore, our
research is included this approach because
our research is about the Benefits of
Studying Robotics Programming in K to 12
curriculum of STEM and ICT students in
Batangas Eastern Colleges.
Research Locale
Our study will be conducted in
Batangas Eastern Colleges. This will be more
easily for us to conduct a research because
this is the nearest place and the participants
of our study is in this place.
Sample or the Respondents
The respondents of our study will be
the STEM and ICT students of grade 11. It is
important for the respondents to understand
what we need to imply in our study.
Research Instruments
The research instrument that we are
going to use are the observation guide and
interview.
Data Collection Procedure
The steps we undergo in collecting data
for our study are the following: At first, we
think about the information that we are going
to collect in data gathering which is relevant
to our topic then through the use of different
materials or sources we gain those related
information about our topic.
Data Analysis Procedure
The steps we undergo to analyze the
data that we gather are re-checking and
choosing the best information that is relevant
to our topic.
 Definition of Terms
Robots a machine that can do the work of a
person and that works automatically or is
controlled by a computer.
Robotics technology that is used to design,
build, and operate robots.
Technology- a machine piece of equipment,
method, etc., that is created by technology.
Variables- able or likely to change or be
changed.
Thank You