The Effects and Influences of Adding a Robotics Facility to Students of the Immaculate Heart

of Mary Academy

A Survey Report Presented to the

Faculty of Senior High School Department

Immaculate Heart of Mary Academy

Central, City of Mati

In Partial Fulfillment of the Requirements

In EAPP and Statistics and Probability

Mervy Aretha Deon L. Loon

Joseph Marcian B. Libres

Alfred Gwen M. Borja

Grade 11 – STEM Compassion

January 2023
 The Effects and Influences of Adding a Robotics Facility to Students of the Immaculate Heart
of Mary Academy

I. Introduction

Schools equipped with a robotics facility can develop students with extensive knowledge in the
field of computer and technology, enhancing their engineering and physics knowledge with hands-on
experiences. Robotics is an innovative way teaching which is increasingly significant as kids learn a
variety of new concepts and abilities that will be highly helpful in the future through recreational
activities. On the other hand, the Immaculate Heart of Mary Academy does not have on yet. This
survey therefore, is being conducted to determine how adding a robotics facility would influence the
students’ interest and practical knowledge in robotics-related practices and concepts.

This survey is being conducted to determine how adding a robotics facility would influence
students on their practical knowledge of technological and engineering concepts, especially in
robotics. It aims to recognize how students would react to this endeavor, whether positive, negative,
or neutral.

II. Procedures

The respondents of this survey were the Grade 10 students of the school year 2022-2023 of
Immaculate Heart of Mary Academy. 109 students from their batch were randomly selected through
the sampling method which was used. This number was formulated through the Slovin’s formula
which utilized a 5% marginal error and a population size of 150.

To identify the 109 students from the grade 10 level, the sampling technique which was utilized
in the conduction of this survey report was the systematic sampling method. An interval of four was
used to select students randomly from the list of all grade 10 students.

The data within this report was collected using a survey questionnaire which contained 10
questions. To measure the respondents’ reaction, it used a 4-point Likert scale. This survey
questionnaire was answered through a google form.

The survey questionnaires were distributed to the 109 students of the grade 10 level on January
23, 2023 at 9:30 in the morning. They were given a sufficient amount of time to answer the
questionnaire which was taken at 3:00 in the afternoon on the same day.

This survey utilized the correlation and regression statistical tool which showed the relationship
between the variables of the report: the robotics facility and effects and influence on students of
 IHMA. With this statistical tool, the objective to determine whether the reaction of students was
positive, negative, or neutral was answered. The mean of the answers for each set of questions was
also used as a statistical tool. This allowed the statisticians to determine the general reaction of the
students to the given statements in the questionnaire.

III. Results

Out of the 109 needed sample respondents from the grade 10 students of the Immaculate Heart of
Mary Academy, only 108 students were able to answer the survey questionnaire. With the gathered
data from them, the following results have been formulated. The r-value of the data from the survey is
0.43. Using the table of interpretation for the r-value, the independent variable has a moderately
strong positive correlation with the dependent variable. It can be concluded that there is a moderately
high possibility of increasing the interest of students in robotics-related practices when a robotics
facility is added to the campus. The regression equation y=0.53 x +1.164 may be used to predict
future behaviors of the dependent variable, in this case, the effect on the interest of students in
robotics-related practices, with different values of the independent variable which is adding a robotics
facility.
 Figure 1: Correlation Graph Showing An Upward
Trend
4.50
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2.20 2.40 2.60 2.80 3.00 3.20 3.40 3.60 3.80 4.00 4.20

The survey also showed the mean of the answers of the respondents for each question. The
respondents have a mean answer of “Agree” to all the statements of Set A which are : “The school
lacks a robotics facility,” “The school should add a robotics facility in the campus,” “Robotics
education should be added to the high school curriculum, in line with adding a robotics facility,” “A
robotics facility should therefore be run by robots generally”, and “The robotics facility should be
open and accessible for use.” On the other hand, the respondents have a mean answer of “Likely” to
the first four statement of Set B which are: “My interest in robotics will pique when a robotics facility
is added to the campus,” “I will take part in robotics-related practices when a robotics facility is
added in the campus,” “I will be utilizing the facility regularly if it is added,” and “I will pursue a
robotics-related research study in senior high school when it is added.” However, the respondents
have a mean answer of “Unlikely” to the last statement which is “I will enroll in robotics-related
courses in college when a robotics facility is added to the campus.”

IV. Conclusion

This survey has allowed the statisticians to conclude that the relation of the independent variable
(addition of a robotics facility) and dependent variable (effects and influences on the students of
IHMA) is moderately strong positive. This means that its addition would somewhat affect and
influence the students in a more favorable manner. Therefore, adding a robotics facility to the campus
will have an effect on the students in a way where it will increase their interest in taking part in
robotics-related practices.
V. Recommendations

With the moderately strong positive relation of the two variables in this survey report, meaning
students are affected by the addition of a robotics facility in a moderately strong manner, future
statisticians may look into the students’ opinion on the urgency of adding a robotics facility to the
campus.
VI. Appendix A

The Effects and Influences of Adding a Robotics Facility to Students of

the Immaculate Heart of Mary Academy
Greetings! We are the statisticians from group 4 of Grade 11 STEM – Compassion. We will be conducting a survey
on how adding a robotics facility to the campus will affect its students, specifically on grade 10 students. We would
highly appreciate if you will participate in this survey!

Directions: Please fill in the blanks below with the necessary information. Afterwards, rate the following statements
by checking the appropriate boxes.

Name: 4 3 2 1
___________
Set A Statements Strongly Strongly
Agree Disagree
Agree Disagree
1. The school lacks a robotics facility.
The school should add a robotics facility in the
2.
campus.
Robotics education should be added to the high
3. school curriculum, in line with adding a robotics
facility.
A robotics facility should therefore be run by
4.
robots generally.
The robotics facility should be open and accessible
5.
for use.

4 3 2 1
Set B Statements Most Most
Likely Unlikely
Likely Unlikely
My interest in robotics will pique when a robotics
1.
facility is added to the campus.
I will take part in robotics-related practices when a
2.
robotics facility is added in the campus.
I will be utilizing the facility regularly if it is
3.
added.
I will pursue a robotics-related research study in
4.
senior high school when it is added.
I will enroll in robotics-related courses in college
5.
when a robotics facility is added to the campus.
VII. Appendix B

List of Respondents

Grade 10 – Faith

1. Abellana, Hope Geraldine C.

2. Banggali, Carmela Roya O.
3. Daligdig, Ma. Estrell Anne B.
4. Gayta, Gabriela P.
5. Juico, Jaireen Gabrielle R.
6. Lachica, Franchesca Ashley Garcia
7. Leyte, Dorothy M.
8. Saco, Juliana Princess P.
9. Talaboc, Danielle S.
10. Valdezco, Veronica Anne
11. Adlawan, Francis John M.
12. Ancajas, Simon James J.
13. Apostol, Neale Michael C.
14. Bakiao, Carl Sebastiane B.
15. Calitas, Jamierel Quinal
16. Durico, Jann Michael T.
17. Espinosa, Arjay B.
18. Fajanil, Andre Miguel A.
19. Go, Alexis J N.
20. Guisang, Roel Jr. Onofre
21. Huertas, Manuel Iii H.
22. Lim, Luckey Cj F.
23. Lubiano, Prince Gian V.
24. Masanguid, Aj Pauley S.
25. Pingcas, Kent Francis B.
26. Prado, Jolimar B.
27. Santizas, Karlou F.
28. Santos, Aimann G.
29. Villacarlos, John Lawrence L.
Grade 10 – Hope

1. Aliazon, Ninia Yza Belle P.

2. Aradillos, Anna Lea G.
3. Dimen, Angel Joy A.
4. Libres, Maria Janiele B.
5. Magarang, Hanifah Miñoza
6. Majaras, Missy Jela Q.
7. Paglinawan, Senona Nicole S.
8. Sevilla, Szreena Margha Caputolan
9. Suico, Ameely Kate Destura
10. Tanzo, Bhea M.
11. Visitacion, Glency Fe Louise B.
12. Beloria, Carl Joseph D.
13. Boyose, Jhon Runiel D.
14. Cabales, Chinno Paulo
15. Cavan, Drixx Bryle T.
16. De Francia, Ghene Gabrelle De Erio
17. Fontanilla, Mark Bryan Louie O.
18. Gonzalez, Derek Emmanuel S.
19. Impas, Trystan Mike M.
20. Lumaghan, Heven Mar M.
21. Lumpay, Ralph Josh G.
22. Malulan, Jay Mark V.
23. Palen, Gian Quelie P.
24. Pelamin, Vince Romar M.
25. Prado, Marco Louiz F.
26. Repaso, Adam Mikhael J.
27. Santos, Floyd C.
28. Te, Ken Albert Japay
29. Wong, Alvil Steve T.

Grade 10 – Love

1. Albarico, Camille Sophia S.

2. Alegonza, Stephanie Mae T.
 3. Balatayo, Jomaela Kizza J.
4. Cabueñas, Martina Frances A.
5. Calacar, Josefa Andrea M.
6. Castro, Salmen Bituin Dumadag
7. Chiang, Erika Fred C.
8. Doyog, Arabella Nicole B.
9. Estoque, Antoinette Cloie J.
10. Largo, Hervie Denise R.
11. Lemente, Myriad Herzl
12. Maboot, Maria Celine C.
13. Mamontuan, Koh Rhynna Benito
14. Martinez, Sarah Gessica D.
15. Morales, Juliana Louise C.
16. Palacio, Eleizah Jean B.
17. Pucan, Eulise Faye S.
18. Sarsonas, Nicole D.
19. Velvestre, Wella Marie P.
20. Waupan, Mary Lezah Dominique Cortez
21. Carillo, Ron Bernard Teman
22. Estrella, Joseph Niño A.
23. Peque, Heinrich Laurence Y.
24. Tabudlong, Julian Robert Panugan

Grade 10 – Wisdom

1. Bandiola, Suzette Naire B.

2. Barrientos, Shanice Ashlee
3. Basas, Cristina Alessandra Basuit
4. David, Yuzhabel Alexa Margurite C.
5. Owano, Phoemella Jade C.
6. Rueles, Gwenyth Bren A.
7. Segundo, Marmel Eunice Espada
8. Solibio, Dhyrille Lian Ricci M.
9. Virtudazo, Althea Mae C.
10. Abear, Vassili Vic S.
11. Alago, Chris Laurence P.
12. Alago, Chris Xavier P.
13. Baring, Cliff Rhianne F.
14. Batucan, Jeush Peter F.
15. Buscagan, Isaiah Miguel M.
16. Dayanghirang, Jason Chauncey E.
17. Egos, Ronald Roy N.
18. Emban, Kenmer Dave A.
19. Mabini, Justice C.
20. Manuel, Jeff Yoo L.
21. Marquez, Andrie M.
22. Morales, Randy Miguel C.
23. Poquita, Shaun Evan S.
24. Sales, Karl Benedict L.
25. Sumaya, Fitzgerald G.
26. Tupiasan, Lear Axell A.
27. Yap, Lance C.
VIII. References

Hub, K. (2022, May 20). Importance of Robotics In Education. The Knowledge Hub. https://knowledge-

hub.com/2022/05/20/importance-of-robotics-in-education/