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Download Article PDFThe purpose of this study is to investigate the impact of robotic coding activities on elementary school students’ metacognitive skills and attitudes towards robotic coding. A mixed-method approach was employed in the research, utilizing a single group pre-and post-test design. The study sample consisted of 20 students enrolled in the fourth grade of primary school. Students were administered pre-tests which measured their metacognitive skills and attitudes towards robotic coding. Subsequently, the students received robotic coding training for a duration of six weeks. Following the implementation, the same scales were administered as post-tests to the same group. Quantitative data were analyzed using the paired samples t-test. The post-test revealed a statistically significant increase in students’ metacognitive skills and attitudes towards robotic coding, including all sub-dimensions of the scales. Semi-structured interviews were conducted with 20 students, comprising four questions to collect qualitative data. The interview outcomes were subjected to the content analysis. The qualitative findings demonstrated the beneficial effects of robotic coding training on students’ attitudes, including enhanced motivation, collaboration, and self-confidence. Based on the study results, actionable recommendations have been proposed.
Keywords: Attitude towards robotics coding, metacognitive skills, elementary school students