Investigation of the impact of robotic coding education on the problem-solving skills of middle school students

This research examines the problem-solving skills and attitudes towards coding of students receiving robotic coding training. A mixed method experimental design was used in the research, where qualitative and quantitative research methods were used together. As a quantitative research method, "a pretest, post-test experimental design with control group" was applied. In the qualitative part, a case study was conducted. "Robotic Coding Attitude Scale" and "Problem-Solving Inventory for Children" were applied as pretest and post-test to a total of 40 6th-grade students studying at a secondary school in Balıkesir, 20 in the experimental group and 20 in the control group. The experimental group was given robotic coding training for a total of 6 weeks. During the training, semi-structured interviews were conducted with a total of 11 randomly selected students, 5 girls and 6 boys. In addition, an achievement test was applied to the students in the experimental group at the end of the robotic coding training. As a result of the research, it was observed that the students who received robotic coding training increased their interest in coding, motivation, desire to learn, and self-efficacy, and their anxiety about coding decreased. It was observed that there were positive developments in the areas of confidence and self-control, which are the sub-levels of problem-solving skills. Additionally, there have been improvements in students' collaborative learning and peer teaching regarding robotic coding. Based on this study, it is recommended to popularize robotic coding education and direct students to robotic coding education according to their interests. The information students obtain in robotic coding training can be used in other courses through interdisciplinary transfer. Students can be encouraged to work on a project-based basis and find solutions to real-life problems.