Varaman, Parameshvaran
(2024)
The Effects Of Synchronous And
Asynchronous Mathematics Based Robotic
Education In Primary Schools:
Investigating Computational Thinking,
Interest And Self-Efficacy Across Gender.
PhD thesis, Universiti Sains Malaysia.
Abstract
This study aimed to investigate the effects of synchronous and asynchronous virtual
robotic education on primary school students’ perceived interest, self-efficacy,
computational thinking (CT) skills and computational thinking (CT) achievement, while
considering the moderating role of gender. As technology continues to advance, there
remains a knowledge gap in understanding how synchronous and asynchronous modes of
instruction influence computational thinking, interest, and self-efficacy across gender in
primary school students. As for the significance, the unique use of educational robotics as a
fundamental teaching method in STEM subjects not only brings additional educational
benefits but also allows students to engage more with virtual ER, leading to increased
interaction and accessibility from anywhere and anytime, ultimately helping to reduce the
gender gap by involving and motivating girls to pursue future professions in STEM-related
fields. Therefore, a 2x2 factorial design was employed quantitatively using quasi
experimental design, with the independent variable (IV) consisting of two levels
representing synchronous learning (SVRP) and asynchronous learning (AVRP), and gender
serving as the moderator variable.
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