ENGINEERING DESIGN-BASED ROBOTICS CODING AS A PATHWAY TO ACADEMIC ACHIEVEMENT AND METACOGNITIVE DEVELOPMENT IN SCIENCE EDUCATION

Suna Karlıdağ; Kozcu Cakir, N.

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ENGINEERING DESIGN-BASED ROBOTICS CODING AS A PATHWAY TO ACADEMIC ACHIEVEMENT AND METACOGNITIVE DEVELOPMENT IN SCIENCE EDUCATION

Title	ENGINEERING DESIGN-BASED ROBOTICS CODING AS A PATHWAY TO ACADEMIC ACHIEVEMENT AND METACOGNITIVE DEVELOPMENT IN SCIENCE EDUCATION
Publication Type	Journal Article
Year of Publication	2026
Authors	Karlıdağ, S, Kozcu Cakir, N
Journal	Journal of Baltic Science Education
Volume	25
Issue	3
Start Page	489-506
Pagination	Continuous
Date Published	June 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	academic achievement, educational robotics, engineering design-based learning, metacognitive awareness, science education
Abstract	Understanding how learning occurs in engineering design-based robotics coding (ED-RC) environments remains an important issue in science education, as previous research has primarily focused on learning outcomes rather than the processes underlying these outcomes. This study examined the effects of ED-RC applications on sixth-grade students’ academic achievement and metacognitive awareness, with particular attention to metacognitive regulation during learning processes. A convergent parallel mixed-methods design was employed. The quantitative component used a quasi-experimental pretest–posttest control group design with 61 students, while qualitative data were collected through semi-structured interviews. Quantitative data were analysed using ANCOVA, and qualitative findings were examined through a theory-driven descriptive framework. The findings indicated that the experimental group achieved significantly higher scores in both academic achievement and metacognitive awareness after controlling for pre-test differences. Qualitative findings further showed that students engaged in planning, monitoring, evaluation, debugging, and revision processes throughout the activities. Overall, the findings suggest that ED-RC environments may support learning through iterative design and reflective problem-solving processes that encourage metacognitive regulation.
URL	https://journals.indexcopernicus.com/search/article?articleId=4913731
DOI	10.33225/jbse/26.25.489
Refereed Designation	Refereed
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