International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Revshenova Makhabbat Izbasarovna; Zhabayev Yermakhan; Nurgul Kurmangaliyeva; Kemelbek Maira; Elmira Uaidullakyzy

doi:10.23947/2334-8496-2025-13-2-379-394

Authors

Revshenova Makhabbat Izbasarovna Department of Informatics and Informatization of education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0001-6491-2103
Zhabayev Yermakhan Department of Informatics and Informatization of education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0001-7405-240X
Nurgul Kurmangaliyeva Department of Informatics and Informatization of education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0003-4314-2781
Kemelbek Maira Department of Informatics and Informatization of education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0002-5929-3114
Elmira Uaidullakyzy Department of Informatics and Informatization of education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0002-5613-4871

DOI:

https://doi.org/10.23947/2334-8496-2025-13-2-379-394

Keywords:

attitude, robotic applications, robotic attitude scale,, secondary schools

Abstract

The ongoing advancements in technology and their implications for robotics raise questions regarding high school students’ attitudes toward robotic applications. The formation of teachers’ opinions is identified as a research gap alongside these developments. This research aims to measure the attitudes of students in secondary schools towards robotic applications, in terms of various variables and to evaluate teachers’ opinions. This research was designed as mixed methods research. The sample of the research consisted of 469 students and 25 teachers. The quantitative data of the study were collected with the robotics activity attitudes scale-RAAS, which was adapted to the language of the researchers. Qualitative data was collected with the teacher interview form created by the researchers. Parametric tests, t-tests, and ANOVA were applied to the data set, and weighted average, frequency, and percentage calculations were made. The data obtained from the teacher interview form was transformed into findings using the descriptive analysis method. As a result of the research, it was determined that the students had a high degree of robotic attitude. It was determined that students’ robotic attitudes showed a significant difference in favor of male students according to the gender variable. There was no difference in students’ robotic attitudes depending on the classroom variable, and a majority of teachers have a positive attitude towards the use of robotic applications in education in Kazakh secondary schools. The attitudes and opinions of teachers and students towards robotic applications are positive.

Downloads

Download data is not yet available.

References

Boada, J. P., Maestre, B. R., & Genís, C. T. (2021). The ethical issues of social assistive robotics: A critical literature review. Technology in Society, 67, 101726. http://dx.doi.org/10.1016/j.techsoc.2021.101726 DOI: https://doi.org/10.1016/j.techsoc.2021.101726

Boyarinov, D. & Samarina, A. E. (2020). The Potential of Educational Robotics in Teacher Education. ARPHA Proceedings, 3, 259–276. https://doi.org/10.3897/ap.2.e0259 DOI: https://doi.org/10.3897/ap.2.e0259

Child, D. (2006). The essentials of factor analysis. Third Ed. Continuum, London.

Cross, J., Hamner, E., Zito, L., Nourbakhshh, I., & Bernstein, D. (2016, October). Development of an assessment for measuring middle school student attitudes towards robotics activities. In 2016 IEEE Frontiers in Education Conference (FIE), 1-8. IEEE. http://dx.doi.org/10.1109/FIE.2016.7757677 DOI: https://doi.org/10.1109/FIE.2016.7757677

Di Battista, S., Pivetti, M., Moro, M., & Menegatti, E. (2020). Teachers’ opinions towards educational robotics for special needs students: An exploratory Italian study. Robotics, 9(3), 72. https://doi.org/10.3390/robotics9030072 DOI: https://doi.org/10.3390/robotics9030072

Diken, S. (2022). Using educational robotics to determine secondary school students’ attitude change towards STEM (Bachelor›s thesis, University of Twente). https://purl.utwente.nl/essays/91601

Gezgin, DM., Azaz, E., & Atabay, E. (2022). The effects of cooperative learning attitude, perception of problem-solving skills and personality types on the success of secondary school students in robotics and coding education: A causal comparison research. Journal of Instructional Technologies and Teacher Education, 11(2), 28-42. https://doi.org/10.51960/jitte.1165083 DOI: https://doi.org/10.51960/jitte.1165083

Graffin, M., Sheffield, R., & Koul, R. (2022). ‘More than robots’: Reviewing the impact of the FIRST® LEGO® league challenge robotics competition on school students’ STEM attitudes, learning, and twenty-first century skill development. Journal for STEM Education Research, 5(3), 322-343. https://doi.org/10.1007/s41979-022-00078-2 DOI: https://doi.org/10.1007/s41979-022-00078-2

Hooper, D., Coughlan, J., & R. Mullen, M. (2013). The servicescape as an antecedent to service quality and behavioral intentions. Journal of services marketing, 27(4), 271-280. http://dx.doi.org/10.1108/08876041311330753 DOI: https://doi.org/10.1108/08876041311330753

Kanbul, S., & Uzunboylu, H. (2017). Importance of Coding Education and Robotic Applications for Achieving 21st-Century Skills in North Cyprus. International Journal of Emerging Technologies in Learning, 12(1). https://doi.org/10.3991/ijet.v12i01.6097 DOI: https://doi.org/10.3991/ijet.v12i01.6097

Kewalramani, S., Palaiologou, I., Dardanou, M., Allen, K. A., & Phillipson, S. (2021). Using robotic toys in early childhood education to support children’s social and emotional competencies. Australasian Journal of Early Childhood, 46(4), 355-369. http://dx.doi.org/10.1177/18369391211056668 DOI: https://doi.org/10.1177/18369391211056668

Kucuk, S., & Sisman, B. (2020). Students’ attitudes towards robotics and STEM: Differences based on gender and robotics experience. International Journal of Child-Computer Interaction, 23, 100167. https://doi.org/10.1016/j.ijcci.2020.100167 DOI: https://doi.org/10.1016/j.ijcci.2020.100167

Lebrasseur, A., Lettre, J., OT, MSc, Routhier, F., PEng, PhD, Archambault, P. S., OT, PhD, & Campeau-Lecours, A., PEng, PhD, PMP (2021). Assistive robotic arm: Evaluation of the performance of intelligent algorithms. Assistive technology : the official journal of RESNA, 33(2), 95–104. https://doi.org/10.1080/10400435.2019.1601649 DOI: https://doi.org/10.1080/10400435.2019.1601649

Marshall, M. N. (1996). Sampling for qualitative research. Family practice, 13(6), 522-526. http://dx.doi.org/10.1108/08876041311330753 DOI: https://doi.org/10.1093/fampra/13.6.522

Mägi, E., Kendrali, E., Siarova, H., Didika, J., Ivanova, B., Plavšić, E. P., Yeasmin, N., Koivurova, T., Ayonghe, A., Auger, N., Koehler, C., Palaiologou, N., Khachatryan, S., Valentino, M., Kambel, E. R., Fjæstad, D., Wasilewska, O., Gajewska - Dyszkiewicz, A., Przybysz, I., ... Teklemariam, K. (2021). National Round Tables 2020 Comparative Report. SIRIUS. https://lacris.ulapland.fi/ws/portalfiles/portal/21959741/Sirius_2.0_year_3_NRTs_Comparative_Report_2020.pdf

Muniandy, T., Sharif, S., & Mariappan, M. (2022). The Effect of Robotics Program on Students Attitude Towards Science. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001422. https://doi.org/10.47405/mjssh.v7i4.1422 DOI: https://doi.org/10.47405/mjssh.v7i4.1422

Negrini, L. (2020). Teachers’ attitudes towards educational robotics in compulsory school. Italian Journal of Educational Technology, 28(1), 77-90. https://doi.org/10.17471/2499-4324/1136

Ortega-Ruipérez, B., & Lázaro Alcalde, M. (2023). Teachers’ perception about the difficulty and use of programming and robotics in the classroom. Interactive Learning Environments, 31(10), 7074-7085. http://dx.doi.org/10.1080/10494820.2022.2061007 DOI: https://doi.org/10.1080/10494820.2022.2061007

Papadakis, S., & Kalogiannakis, M. (2020). Exploring preservice teachers’ attitudes about the usage of educational robotics in preschool education. In Handbook of research on tools for teaching computational thinking in P-12 Education, 339-355. IGI Global. http://dx.doi.org/10.4018/978-1-7998-4576-8.ch013 DOI: https://doi.org/10.4018/978-1-7998-4576-8.ch013

Piedade, J. M. N. (2021). Pre-service and in-service teachers’ interest, knowledge, and self-confidence in using educational robotics in learning activities. Educação & Formação, 6(1). DOI: https://doi.org/10.25053/redufor.v6i1.3345

Sahmurova, A., & Gursesli, M. C. (2020). Effects of noise pollution on anger and smoking addiction in college students. Medicine, 56(46), 9-7. [Google Scholar]

Sahmurova, A., Brent Phillip Duncan, K.B., & Mustafayeva, S. (2010). Antifungal Activity of the Essential Oils ofPyrethrum leptophyllum Stev. ex Bieb. Journal of Residuals Science & Technology, 7.

Sandelowski, M. (2000). Combining qualitative and quantitative sampling, data collection, and analysis techniques in mixed-method studies. Research in nursing & health, 23(3), 246-255. https://doi.org/10.1002/1098-240X(200006)23:3%3C246::AID-NUR9%3E3.0.CO;2-H DOI: https://doi.org/10.1002/1098-240X(200006)23:3<246::AID-NUR9>3.3.CO;2-8

Selcuk, N. A., Kucuk, S., & Sisman, B. (2024). Does really educational robotics improve secondary school students’ course motivation, achievement and attitude?. Education and Information Technologies, 1-28. http://dx.doi.org/10.1007/s10639-024-12773-1 DOI: https://doi.org/10.1007/s10639-024-12773-1

Sezgin, N., Balkaya, N., Sahmurova, A., & Aysal, N. (2019). Assessment of heavy metal contamination in urban soil (Tuzla District, Istanbul, Turkey). Desalination and Water Treatment, 172, 167-176. https://doi.org/10.5004/dwt.2019.25023 DOI: https://doi.org/10.5004/dwt.2019.25023

Tiryaki, A., & Adigüzel, S. (2021). The Effect of STEM-Based Robotic Applications on the Creativity and Attitude of Students. Journal of science learning, 4(3), 288-297. https://doi.org/10.17509/jsl.v4i3.29683 DOI: https://doi.org/10.17509/jsl.v4i3.29683

Tzagaraki, E., Papadakis, S., & Kalogiannakis, M. (2022). Teachers’ attitudes on the use of educational robotics in primary school. In STEM, robotics, mobile apps in early childhood and primary education: Technology to promote teaching and learning, 257-283. Singapore: Springer Nature Singapore. http://dx.doi.org/10.1007/978-981-19-0568-1_13 DOI: https://doi.org/10.1007/978-981-19-0568-1_13

Üçgül, M., & Altıok, S. (2022). You are an astroneer: The effects of robotics camps on secondary school students’ perceptions and attitudes towards STEM. International Journal of Technology and Design Education, 32(3), 1679-1699. https://link.springer.com/article/10.1007/s10798-021-09673-7 DOI: https://doi.org/10.1007/s10798-021-09673-7

Van Wassenaer, N., Tolboom, J., & van Beekum, O. (2023). The Effect of Robotics Education on Gender Differences in STEM Attitudes among Dutch 7th and 8th Grade Students. Education Sciences, 13(2), 139. https://doi.org/10.3390/educsci13020139 DOI: https://doi.org/10.3390/educsci13020139

Zadok, Y. (2020). Project-based learning in robotics meets junior high school. Journal of Engineering, Design and Technology, 18(5), 941-958. http://dx.doi.org/10.1108/JEDT-01-2019-0023 DOI: https://doi.org/10.1108/JEDT-01-2019-0023

Zhang, Y., Luo, R., Zhu, Y., & Yin, Y. (2021). Educational robots improve K-12 students’ computational thinking and STEM attitudes: Systematic review. Journal of Educational Computing Research, 59(7), 1450-1481. https://doi.org/10.1177/0735633121994070 DOI: https://doi.org/10.1177/0735633121994070

Zhong, B., & Xia, L. (2020). A systematic review on exploring the potential of educational robotics in mathematics education. International Journal of Science and Mathematics Education, 18(1), 79-101. http://dx.doi.org/10.1007/s10763-018-09939-y DOI: https://doi.org/10.1007/s10763-018-09939-y

Zviel-Girshin, R., Luria, A., & Shaham, C. (2020). Robotics as a tool to enhance technological thinking in early childhood. Journal of Science Education and Technology, 29(2), 294-302. https://link.springer.com/article/10.1007/s10956-020-09815-x DOI: https://doi.org/10.1007/s10956-020-09815-x