Abstract

This paper reports findings from an exploratory study investigating the effects of robotics professional development sessions on middle level student math achievement. Eleven teachers from a high-needs South Carolina district received year-long training in robotics technology and instructional integration. Training topics emphasized real world problem-solving abilities, critical thinking strategies, robotics knowledge, content knowledge, and instructional design. Student performance was measured by comparing math score growth on the Northwest Evaluation Association’s (NWEA) Measure of Academic Progress (MAP) exam against nationally normed control group samples. Results from student participants (n = 291) revealed performance improvements exceeding the control group.

Citation

Winslow, J., Fegely, A., Lee, C. & Rubbo, L. (2020). Robotics education in the Corridor of Shame: Effects of professional development on middle level student math achievement. In Proceedings of EdMedia + Innovate Learning (pp. 1017-1022). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from https://www.learntechlib.org/primary/p/217462/.

© 2020 Association for the Advancement of Computing in Education (AACE)