UNIVERSIDAD DE STA.

ISABEL-PILI CAMPUS

SAN AGUSTIN, PILI, CAMARINES SUR

A\Y 2022-2023

ISSUES, CHALLENGES AND COPING STRATEGIES OF GRADE 11 STEM

STUDENTS IN IMPLEMENTATION OF ROBOTICS

ALBIS, LHEEIANE JEAN M.

BERNALES, ZANDER N.

CABAL, TAMERA PAULA

CERINO, KASSANDRA F.

ESPANO, NEIL BENEDICT L.

LEDESMA, TRIXIA L.

LUMBIS, KENN G.

TORMES, SARAH PAOLA R,

TRINIDAD, ASHLEY F.

APRIL 2023
 CHAPTER I

THE PROBLEM AND ITS SETTING

INTRODUCTION

Robotics describes the field of study focused on developing robots and

automation. Around the world, more and more people are using of advanced

technology. Increasingly educational institutions are including fundamental

programming and robotics principles in their lessons. This initiative is valid not just

in developed nations but also in developing nations like the Philippines.

According to De La Salle Santiago Zobel School International Robotics

Coordinator Genevieve Pillar (2018), “Robotics must be integrated in the schools. It

is one of the skills 21st Century learners need in order to succeed in life.” Department

of Education Undersecretary (DepEd) Anne Sevilla stated on the other hand that,

“Robotics as a subject is applied or taught in science high schools only but it has

become an elective in other high schools because of the K to 12 programs.” The

investigation of STEM education’s contributions to students’ critical thinking skills

and career awareness will also set a good example for teachers and researchers to

implement Robotics STEM education.

The inclusion of STEM-Robotics as an extracurricular activity that enhances

learning and helps students develop their engineering and technological abilities was

generally well received by students. This suggests that STEM-Robotic is a substitute

subject or instructional technique that may be incorporated into the regular

curriculum to support science learning through educational robotics. Robotics is an

engaging way for students to improve their critical thinking skills. In our case,

robotics is a brand-new course designed exclusively for STEM students. Robotics is a

fun and engaging way to learn to code and develop programming skills, but it may be

tough for some. The implementation of robotics in education brings a lot of barriers

and challenges however people must cope with it. The field of robotics combines

technical knowledge with creativity and enjoyment at the same time.

According to Hitesh Patel (2021) in his article “The 7 Greatest Challenges

Facing Education Technology Today” that studying robotics has been really

challenging these past years as it needs budget, as we know we need money in order

to buy the equipment that are needed in order to effectively learn the robotics subject

and other technologies, this hinders the efforts of teachers in introducing technology

into their students, A recent study in this articles states that 75.9% of the

respondents saw budget restrictions as the biggest challenge in preventing them

from embracing education technology. The Lack of professional training also

becomes an issue as we embrace the Education Technology in todays curriculum not

many teachers have experienced this kind of thing because it was only implemented

in todays generation. Poor network infrastructure also becomes an Issue as it also

affects the learning process of the students especially in learning the technology as it

involves and requires good internet connection. Other Teachers are resistant to

change and unwilling to adopt education technology mainly because study proves

that the teachers dislike technology and wants to focus more on traditional teaching,

The next issue and challenges are lack of equipment and gadgets to use in order to

properly.

This study also seeks to equip students with comfort and coping skills so that

they can approach robotics with confidence. Many problems arose as students were

working on the challenges. This robotics are new to them. They do not have any clue

what it is, which prompted them to use trial and error in order to solve problems but
these challenges improved students’ perseverance and ability to continue making an

effort even after a previous attempt failed. Because as the saying goes “failure” is the

first attempt in learning so when working on robotics projects, so by learning how to

program robots, experience of building, programming, observe what their peers are

doing, develop hypotheses and use technology from a young age they will be better

prepared for the competitive workforce of tomorrow and apply what they have

generalized from their experience to new situations and even in their daily lives.

RATIONALE

Robotics has grown in popularity, particularly in Science, Technologies,

Engineering, and Mathematics (STEM) Academic Strand in Senior High School. It is

clear that the implementation of the Robotics Subject is becoming increasingly

important and has a significant impact on the students in the STEM strand. The

researchers’ goal is to identify the issues, challenges, and coping strategies of Grade

11 STEM students.

In this context, the researcher’s specific goal is to discover the difficulties and

potential solutions of Grade 11 STEM students at Universidad de Sta. Isabel Pili

Campus in implementing robotics. Since it is one of the most disastrous technologies

in the industry, robotics has begun to be applied in academic purposes and practices

on campus, especially since it has become a more vital factor since modernization

began. Students are new to this type of subject, and I can see that they are having

difficulty adjusting, especially since they come from modular and online classes.

Implementing robotics in education can help students improve their skills in

developing their knowledge of technologies. This study aimed to guide and prepare
students to deal with a variety of situations and the ability to think critically in a

digitally driven world. This is also to assist grade 11 students in overcoming the

challenges and issues that they may encounter while participating in robotics.

STATEMENT OF THE PROBLEM

This research aims to know and determine the issues, challenges and coping

strategies of Grade 11 STEM students in implementation of Robotics. This study aims

to address the following questions:

1. What are the issues associated with robotics among Grade 11 STEM students?

2. What were the difficulties they encountered while studying robotics?

3. What are the Grade 11 STEM students’ coping mechanisms when faced with a

difficult robotics lesson?

OBJECTIVE OF THE STUDY

This study focuses on the issues, challenges and coping strategies of Grade 11

STEM students in implementation of Robotics that has the objectives to know and

present the ideas and thoughts in this field. Here are the following:

1. To identify the issue associated with robotics among Grade 11 STEM

students.

2. To identify the difficulties, they encountered while studying robotics.

3. To determine the Grade 11 STEM students’ coping mechanisms when faced

with difficult robotics lessons.

SIGNIFICANCE OF THE STUDY

This research will be important because it will provide information about the

issues, challenges and coping Strategies of Grade 11 STEM students in

implementation of Robotics, it will serve as a guide and will be helpful to the

following:

STUDENT. This study can help the students boost their critical thinking, knowledge

and skills when it comes to robotics. This is also beneficial in real life applications.

TEACHERS. This study can help teachers to understand the views and opinions of

students about robotics. It will enable them to create and design activities that will

best meet the needs of their students, as well as help the student when dealing with

challenges and give them the right action and solution.

UNIVERSIDAD DE STA.ISABEL-PILI CAMPUS. This study can help the

school best understand also the views and opinions of students and teachers about

robotics. The school will be aware of the advantages and disadvantages of Robotics in

any aspect. In this way, the school can help to provide the needs of the students and

also the teachers, so they can effectively learn and teach robotics better.

PARENTS. This study can help the parents best understand the needs of students

when it comes to robotics. The support the parents can give physically, mentally,

emotionally, and financially is indeed a big help to students, because we can’t deny

the fact that robotics needs a lot of time, effort and also money.

FUTURE RESEARCHERS. This study can help the future researchers to use this

as their reference for studies that are related and similar topics.
SCOPE AND DELIMITATION

This study is focused on and is limited to GRADE 11 STEM students at

Universidad de Sta. Isabel regarding the Issues, Challenges, and Coping Strategies of

Grade 11 STEM students in implementation of Robotics.

Respondents that are needed would only be as much as a 3 section class

combined in number, since there are only 3 sections in Universidad de Sta. Isabel Pili

campus Grade 11 STEM strand. This research will not extend to the other strands

since we are only focusing on the issues, challenges, and coping strategies of the

students in the STEM strand particularly in the Robotics subject.

DEFINITION OF TERMS

For better understanding of the study, the following words are conceptually and/or

operationally defined.

Artificial Intelligence. It refers to the theory and development of computer

systems able to perform tasks that normally require human intelligence, such as

visual perception, speech recognition, decision-making, and translation between

languages. (Oxford Languages, 2023).

Autonomy. It refers to the quality or state of being self-governing. (Merriam

Webster Dictionary, 2023).

Cognitive Abilities. This is referred to as a general mental capability involving

reasoning, problem solving, planning, abstract thinking, complex idea

comprehension, and learning from experience. (Gottfredson, 1997).

Cognitive Process Automation. This pertains to a variety of approaches to

combine artificial intelligence (AI) and process automation capabilities in order to

improve business outcomes.

Computational Thinking. This pertains to the combined collection of skills and

practices for addressing difficult issues, a technique to learn topics in many fields,

and an essential for fully engaging in an online world.

Computing Paradigm. This refers to the activity of using computers and writing

programs for them. (Reverso Dictionary, 2023).

 Cope. It refers to an attempt to overcome problems and difficulties. (Merriam

Webster Dictionary, 2023).

Coping Mechanism. It refers to any conscious or nonconscious adjustment or

adaptation that decreases tension and anxiety in a stressful experience or situation.

(American Psychological Association, 2023).

Coping Skills. This refers to the techniques that a person employs to deal with

stressful conditions.

Coping Strategy. This pertains to an action, a series of actions, or a thought

process used in meeting a stressful or unpleasant situation or in modifying one’s

reaction to such a situation. (APA Dictionary of Psychology, 2023).

Logical Reasoning. This refers to using logical reasoning to deduce other facts

from a given collection of facts or data.

Methodological Development. This refers to the consists of numerous

different stages in a project lifecycle, with certain stages being optional and the order

of phases depending on the project being performed.

Paradigm. It refers to the typical example or pattern of something. (Oxford

English Dictionary, 2023).

Pedagogical Robotics. This is also called educational robotics. It pertains to the

subject that aims to engage pupils in robotics and programming from an early age.

Phenomenon. This refers to a fact or situation that is observed to exist or

happen, especially one whose cause or explanation is in question. (Oxford

Languages, 2023).
 Programming. It refers to the process of writing and testing computer programs.

(Oxford Learner’s Dictionary, 2023).

Robotic Process Automation. This refers to the technology that can automate

rule-based, structured, and repetitive business operations.

Robotics. It refers to the branch of technology that deals with the design,

construction, operation, and application of robots. (Oxford Languages. 2023).

Stress. This pertains to a state of worry or mental tension caused by a difficult

situation.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE

Robotics nowadays is very useful especially in this modern society wherein

technology is very essential. Robots and robotics can be used in the classroom while

maintaining the instructional focus of the class by content and elective teachers who

want to integrate science, technology, engineering, math (STEM), and computer

science (CS) into their curricula. Students can see and understand the results of their

code in real time when using educational robots in the classroom, which is a great

way to teach kids the basics of engineering design and programming. As we assist

them in acquiring professional skills like planning, teamwork, and perseverance, we

can also tie in literacy, physical science, mathematics, and other subjects. (Jorge

Valenzuela, 2021)

In today’s tech industries, robotics is a rapidly developing technology. Utilizing

machine intelligence to digitize labor, manage social media, address process-related

complexities, and generate data are all made possible by the incorporation of

technologies like robotic process automation (RPA) and cognitive process

automation into businesses. Robotics can help businesses operate at their full

potential and improve workflow efficiency. However, there are numerous issues that

are quite common in the robotics industry. (Sayantani Sanyal, 2022)

Previously, during the learning stage, there was no access to robots. The

underlying concepts were complicated and difficult to grasp. Students were restricted

by the cost and availability of robots to experiment with. The documentation

available was more teacher-oriented and in the form of reference tutorials. Students
and teachers are still getting the gist on how to understand the robotics program,

maybe because we lack materials and knowledge since studying this requires a great

understanding in electronics and ICT itself, but just like what is stated by Akhil A

(2019) “The world of robotics is as difficult as it gets. However, if you have a strong

desire to master the unknown and the complex, learning robotics should be a breeze

even in your adult years.” Having a great desire to master the unknown and a great

desire to keep discovering something new we can try and work hard to understand

and adapt in this subject.

Problem solving is now crucial for maintaining healthy social interactions.

Computational thinking develops as an interdisciplinary thought process that

combines mental faculties to help students with comprehension and problem

solving. Researchers make investments in instructional strategies, the

methodological development of activities aimed at promoting computational

thinking, and the creation of technologies to make these activities easier to carry out.

One of these technologies that stands out at different educational levels is robotics

because it fosters collaboration, logical reasoning, and creative problem-solving—all

of which are strongly tied to the computing paradigm. (Isabelle M. L. SOUZA et. Al

2020)

According to Iberdrola, S.A (2023), Students of all ages can learn more about

robotics and programming while simultaneously developing other cognitive abilities

thanks to educational robots. Learn how robots can benefit your children’s education

and which of the many robots on the market are the most well-liked. A field of study

called educational robotics, sometimes known as pedagogical robotics, aims to

interactively expose kids to robots and programming from a young age. With the

help of educational robotics, students can easily build and program a robot that can
do a range of tasks in early childhood and primary education. There are also more

expensive, complex robots available for secondary and higher schooling. In any case,

the level of difficulty for each discipline is always tailored for the students' ages.

Educational robots are a component of the so-called STEM (Science, Technology,

Engineering, and Mathematics) educational method, which integrates the teaching of

science, math, and technology while placing a greater emphasis on experience than

theory.

The field of robotics is dealing with an array of challenges ranging from its

hardware and software capabilities. The majority of challenges revolve around

enabling technologies such as artificial intelligence (AI), perception, power sources,

and so on. Several factors, ranging from manufacturing procedures to human-robot

collaboration, are slowing the robotics industry’s development pace. Extensive

hardware is essential for today’s robots. Massive work remains to be done with

artificial muscles, soft robotics, and other items that will aid in the development of

efficient machines. Robotics subject needs new materials and is prone to so many

discoveries and requiring new materials means more money to spend since buying

these materials and providing a high quality one would cost a lot. (Sergey Alysmkin,

2022)

According to Dan Matthew (2022), these are coping strategies that can help in

studying Robotics and STEM: Developing a Positive Self-Concept. Developing a

strong sense of self-efficacy is one of the most important things you can do to help

STEM students develop the coping skills they will need to succeed in their programs

while remaining physically, emotionally, and psychologically healthy. Students will

be more confident, competent, and capable of persevering and succeeding in these

challenging fields if they learn to develop a strong sense of self-efficacy, including the
resiliency to learn from and overcome inevitable failures when they occur. Learning

to Take Care of Oneself. Quality sleep and healthy nutrition are very important when

preparing for exams if you want to help students develop the coping skills they need

to succeed in their studies. This means that students can face their exams with far

more confidence and far less anxiety. Preventing Unhealthy Coping Strategies. It is

just as important to help students adopt healthy coping behaviors as it is to identify

and prevent unhealthy ones. College students, for example, are particularly

vulnerable to binge drinking, which can lead not only to addiction but also to

potentially life threatening consequences due to accidents or alcohol toxicity.

Based on the article “The role of robotics in education" by CrestaProject (2023),

Educators and learners started to use technology in the most basic ways – was the

time of Education 2.0. Education shifts its approach from face-to-face learning to

distance and networked learning, giving the learners their own device and online

access to a variety of sources and information. This boosted the development of a

personalized way of learning where the learner’s autonomy and independence is

encouraged. However, a new phase is just starting – the Education 4.0. Education

4.0 aligns itself with the emerging fourth industrial revolution and embedding its

developments (e.g. smart technology, robotics, artificial intelligence) in the learning

process. Although the use of robots in education is still new, some experts believe

that soon, robots will be a common sight in classrooms all over the world. As

technology will make anything possible in the years to come, it is important that we

continue to analyze the long-term effects of its use. There is the need to use every

new technology responsibly, following its ethical guidelines and standards, without

never forget that robots are created to serve humans, and not the other way around.

Indeed, as robots advance, workers’ jobs become safer and more fulfilling.
 The field of robotics combines engineering, science, and technology. With the

inception of STEM, robotics which is also known as STEM Robotics—has assumed a

prominent position in the practice of STEM education. STEM robotics is crucial to

understand, despite the fact that younger children may find it difficult to grasp. The

traditional method of studying technology or robotics may be to read about it in a

book, but building or operating a robot is a hands-on method that will be useful in

the future. STEM robotics instructs kids in more than only science, robotics, and

math ideas. A number of skill sets, including innovation, problem-solving, critical

thinking, creativity, curiosity, decision-making, leadership, entrepreneurship, and

21st-century skills, are developed as a result of the emphasis on hands-on learning

with practical applications. All of these abilities will advance their ongoing education

and enable them to think creatively. Sharmain Henderson (2022)

In the article “Importance of Robotics In Education'' by Knowledge Hub

(2023), robotics is no longer simply a futuristic hypothesis; it now permeates our

day-to-day lives. Robotics has many applications in a range of industries, but it is

also a fascinating and cutting-edge teaching tool that is growing in importance as

children engage in leisure activities that teach them a variety of new skills and

concepts that will be very useful in the future. It is the engineering discipline that

focuses on the entire procedure of designing, constructing, and deploying robots. So,

learning the principles of teaching robotics to kids in school can be quite beneficial. It

is commonly known that robots can revolutionize education and create an

atmosphere where students can learn STEM effectively. The most interactive way for

pupils to learn coding is by customizing their own programs. As a result, robotics for

kids can be used as a tool to encourage creative thinking while also assisting in the

learning of abstract and difficult subjects in science and technology courses. Children
will be able to better understand and interpret their surroundings with the use of

educational robots in the teaching learning process. Robotics doesn’t necessarily

need to be taught as a separate subject in the school curriculum; rather, it can be best

integrated into science and innovation driven activities that give students the

opportunity to face novel challenges and build an immersive learning environment,

which is the new paradigm in education.

In the article “A common problem of STEM students” by Trilby (2022), STEM

students frequently experience struggles about failing and not knowing the right

answer. Especially if this is their first STEM class. Most other courses expect

students to have the “correct” answer and, if they pay attention and work hard, they

should be able to get a “good” grade on their assessment, but this is not how STEM

works. Failure is an essential component of STEM. The engineering design process

serves as the foundation for STEM education. There are numerous variations on the

process, but all true engineering processes should be iterative, focusing on

developing solutions to problems and then improving those solutions. Students are

not expected to have a perfect solution on the first try in STEM. They may never find

the ideal solution. However, by going through the process, they should be able to

develop a solution and determine how to improve on it. This is difficult for students

to grasp until they have firsthand experience with it.

REVIEW OF RELATED STUDIES

The use of AI technology in STEM education faces the difficulty of integrating

various AI techniques into the complicated STEM educational system. Based on a

GST framework, this study analyzed empirical AI-STEM studies conducted between

2011 and 2021 and provided educational, technological, and theoretical implications

for using AI approaches in STEM education. Overall, the potential of AI technology

for improving STEM education is rich ground that should be investigated further in

conjunction with studies targeted at studying the integration of technology and

educational systems. (Xu, W., & Ouyang, F., 2022)

Based on the research conducted by Cox, A.M. (2021), it indicates that robotics

and artificial intelligence (AI) are likely to have a substantial long-term impact on

higher education (HE). The scope of this impact is difficult to fathom, in part due to

the walled nature of the literature as well as the changing meaning of the terms

themselves. Nonetheless, there are disagreements over what is technically

conceivable, what is practical to execute, and what is desirable, either pedagogically

or for the welfare of society. Design fictions that accurately imagine future AI or

robotics scenarios in use give a way for explaining and interrogating technical

possibilities. The work demonstrates how a large narrative literature survey was

utilized to generate such design fictions, which cover a wide range of potential

applications of AI and robotics in learning, administration, and research. They

stimulate larger discussion by explaining subjects such as how they can facilitate the

training of high-order skills or transfer staff tasks, as well as investigating the impact

on human freedom and the nature of datafication.

 Developing a context in which students could use their existing knowledge of

various STEM disciplines to solve problems using robots was another objective of the

design and implementation of a STEM integrated robotics curriculum. Another

objective was to foster STEM attitudes in upper high school students by connecting

robotics with other disciplines. Yet, a particular problem emerged, and that was the

time allotted for learning. Finding solutions that would allow enough time for each

field was difficult because the Life on Mars curriculum relied on combining several

disciplines, including science, engineering, and technology. The study revealed that

learners’ past knowledge and experiences were crucial for successful and fulfilling

learning experiences. They lacked fluency in robotics fundamentals, such as knowing

how robot pieces work together as a whole, and had ambitious plans compared to the

scarce resources (insufficient Lego bricks). It was also observed that children in

upper elementary school opted to focus more on the aesthetics of their robots than

the usefulness. Pupils who have previously built robots out of Lego bricks performed

the tasks more quickly and successfully. Prioritizing learning objectives is strongly

advised since in a STEM integrated robotics curriculum, several learning goals fight

for limited learning time. For example, if the learning objective is to have a working

robot to solve a problem, then the inclusion of designing and creating original robots

may be optional for upper elementary school kids. Students could follow the

directions to assemble a robot and then decide to modify the robot design as they see

fit based on the problem to be solved, as suggested by students and teachers in this

study. This would further support the development of students’ critical thinking

skills. (Gokhan Guven, et al. 2022)

According to the research conducted by Yang, Dazhi and Baldwin, Sally J..

(2020), when it comes to facilitating student learning in such an integrated learning

context, instructors’ expertise might not cover all STEM subjects. A variety of

opportunities for supporting student learning have been made possible by

advancements in educational technology. These opportunities include special

affordances for challenging, integrated STEM learning environments. It also

discusses the obstacles present in environments with such integrated learning. STEM

learning environments that are integrated.

The use of interactive, modern educational robots allows students to address

engaging, real-world challenges. Aim is to gather data to determine how much

educational robotics can affect academic content. Denning the process of critical

thinking. Reasoning is one of the three main skills that make up knowledge. Making

decisions and problem-solving. Moreover data on the enhancement of cognitive and

motivational functions and behavioral. One of the goals of educational robotics is to

encourage students to build their own models and representations, move from the

concrete to the abstract, and try to improve problem solving by manipulating

objects. . Although B-learning is hysterical. The Hybrid Learning System, which

combines classroom instruction with Technology. This type of education has several

advantages, including: This influences the development of a kind of intellectual

autonomy and the use of resources that enliven the learning and teaching process

and provide dynamic and flexible tools for students’ different ways of learning.

(Rocío Damara Merlo-Espino, 2018)

 THEORETICAL FRAMEWORK

The following theories that going to be shown are included in the study:

CONSTRUCTIONISM THEORY

Seymour Papert (1993)

It is both a theory of learning and an

instructional approach.

THEORY OF STRESS
AND COPING
CONSTRUCTIVISM
ISSUES,
THEORY Lazarus and Folkman
CHALLENGES AND
(1984)
Jean Piaget (1970) COPING
STRATEGIES OF Contended that a
Theory suggest that GRADE 11 STEM person’s capacity to cope
people acquire STUDENTS IN with and adjust to
knowledge through IMPLEMENTATION challenges and problems
the interactions is a consequence of
OF ROBOTICS
between their ideas transactions (or
and experiences. interactions) that occur
between a person and
their environment.

THEORY OF CHALLENGES AND SUPPORT SITUATED LEARNING THEORY

Nevitt Sanford(1966) Lave and Wenger (1991)

A person must be intellectually and physically Learned through the process of doing authentic
equipped to grow, and development requires activities, and learning cannot be attained or
a balanced amount of challenge and support considered separately from the context and
as appropriate for the activity. culture in which it occurs.

Figure 1. THEORETICAL FRAMEWORK

CONSTRUCTIONISM THEORY

Constructionism Theory is proposed by Papert (1993), it is both a theory of

learning and an instructional approach. Building on Jean Piaget's "Constructivist"

beliefs, it maintains that knowledge is actively produced in the pupil's mind rather

than being passively communicated from teacher to student. Additionally,

constructionism asserts that when students are actively involved in creating some

sort of external artifact that they can reflect upon and share with others, new ideas

are most likely to be generated. It places emphasis on the distinctive exterior artifact

creations that students share, the processes of construction are more obvious when

students generate through social engagement with others and share representations

of their understanding and thinking. According to Chronis Kynigos (2015) in his

Constructionism: Theory of Learning or Theory of Design, Constructionism has

made a name for itself as a learning theory, an epistemological paradigm, and a

design framework by utilizing digital technology as expressive means for students’

individual and group creation of mathematical meanings. Since technologies are

essential nowadays, it is one of the tools that can help the students to cope up as an

collaborative individual. Constructionism Theory explains how children’s behavior

and thoughts evolve overtime and in which circumstance children are more likely to

let go of their already held belief. Since then, constructionist theory has been actively

developing and expanding its functionality from a set of structural lenses to an

explanation and recommendations for action. Moreover, this theory is anchored to

the research study wherein STEM students can effectively learn and develop their

skills with the use of the models that can be produced while studying in the Robotics

subject. In this way, the students will be able to adapt and use this as a strategy to

expand their knowledge about the subject.

CONSTRUCTIVISM THEORY

According to Piaget’s theory, children eventually become disassociated from the

world of physical things and regional circumstances as they gain the ability to

cognitively manipulate symbolic objects in the realm of hypothetical worlds. He

looked at children’s developing capacity for creating cognitive invariants and

deriving rules from empirical regularities. He underlined the relevance of such

cognitive invariants as tools of interpreting and organizing the universe. His theory

suggests that people acquire knowledge through the interactions between their ideas

and experiences. It provides a window into the interests and capabilities of the

children at various developmental stages. This theory explains how children’s

behavior and thoughts evolve overtime and in which circumstance children are more

likely to let go of their already held belief. Children not only have their own

perspectives on the world (which are distinct from those of adults), but these

perspectives are also very strong and coherent. If you will, they are obstinate and

difficult to convince. Children in this sense are not incomplete adults. Their practices

and thought processes have an inherent integrity and “logic” that is generally well

matched to their present requirements and circumstances. This theory is relevant to

the study of implementation of robotics in education especially to Grade 11 students

because through the process we encounter issues and challenges that will test our

intelligence but knowledge and the world are both constructed and constantly

reconstructed through personal experience. Knowledge is a personal experience that

should be shared, encoded, retained, and utilized rather than just a commodity to be

constructed. In the start of implementation of robotics we can develop our skills and

intelligence in the interests and our capabilities.

THEORY OF STRESS AND COPING

Theory of Stress and Coping. According to Lazarus and Folkman (1984), one of

the pioneers of the coping theory, they defined coping as “constantly shifting

cognitive and behavioral efforts to manage specific external and internal demands

deemed to be taxing or exceeding the person’s resources.”. The Theory of Stress and

Coping also contended that a person’s capacity to cope with and adjust to challenges

and problems is a consequence of transactions (or interactions) that occur between a

person and their environment. This theory also stated that a person’s ability to cope

with and adjust to challenges and problems is a result of transactions (or

interactions) that occur between a person and their environment. The Theory of

Stress and Coping also contended that a person’s capacity to cope with and adjust to

challenges and problems is a consequence of transactions (or interactions) that occur

between a person and their environment. This theory is relevant to the study of the

implementation of robotics, especially for grade 11 students, due to the fact that we

are the so-called “pioneers” of the known subject, meaning we are new to the subject

and will be likely to encounter many issues and challenges that will affect the state of

our academic performance and will be put through a situation where coping

strategies will be the key to getting past it, and coping strategies are an effective way

to assist students in dealing with difficult situations. When students and faculty

conduct research, plan, participate, and collaborate, the fear and risk of failure

inherent in self-harm are reduced. Furthermore, coping skills improve students’

attendance, participation, and perseverance in the face of difficulties or failure, and

they develop a more challenging, resilient self capable of learning in a far more

productive manner.
SITUATED LEARNING THEORY

This content is learned through the process of doing authentic activities, and

learning cannot be attained or considered separately from the context and culture in

which it occurs. Its perspective has been deemed to offer a theoretical rationale for

‘inquiry-based’ and ‘problem solving’ approaches to teaching and learning, where

scaffolding and other forms of social support serve a prominent role in students’

Learning process. This theory was the focus of the study “Situated Learning Theory:

The Key to Effective Classroom Teaching” (Besar, 2018), which discusses the usage of

the Situated Learning Theory to further improve classroom teaching. According to

Situated Learning Theory, learning is experienced and mediated through

relationships with the community or members of a “community of practice.” Situated

learning theory-based teaching employs techniques that STEM students can use to

experience a concept in the context where it is most likely to be useful, with the goal

of facilitating knowledge transfer from the instructional situation to its application in

environments outside the classroom This theory is related to our topic because we

aim to examine the issues and challenges of STEM students in implementation of

robotics and situated learning theory advocates authentic contextual settings for the

learning of technology integrated for classroom pedagogy. Since the use of robotics in

classroom instruction has not been widely explored, there is an urgent need to apply

and examine the use of situated learning theory with educational robotics technology

in the context of programs for K-12 teachers. Such a study will develop teachers’

instructional practices and yield a beneficial tool to define and analyze teachers’

outlooks in teaching with robotics. While learners can use their prior knowledge

when faced with various kinds of situations and opportunities, they cannot obtain

such knowledge without proper coaching from their teachers. In particular, teachers
help identify the kinds of information learners should absorb and offer increasingly

complex opportunities to allow learners to apply and practice their knowledge set.

Especially in a classroom setting, is a beneficial component of the framework that

exposes learners to perspectives from their teacher and peers alike in varied ways to

tackle a singular problem, thus building their competency to address similar

situations in future. Finally, it is important that the learners have an opportunity to

reflect on the newly learned material and this may entail the learners exploring

practical applications and seeking validation from external sources of their new

learning. Integration of robotics-based activities in the classroom offers

opportunities for multiple practices, encourages learners to collaborate, and allows

them to reflect as they learn. The power and flexibility of technology can be exploited

to support the aforementioned components of situated learning. A collaborative

learning environment creates a culture that allows students to take on various roles

and promotes the sharing of ideas and knowledge through the integration of

technology.

THEORY OF CHALLENGES AND SUPPORT

The fundamental premise is: “To be most effective, you must provide enough

assistance to prevent retreat, but not too much that a student’s development

stagnates.”, according to Nevitt Sanford’s Theory of Challenge and Support, which he

developed in 1966. Today’s company executives commonly endure strain as a result

of the growth and development process. According to Sanford, when someone

receives too much support, they fail to learn, and when they receive too little support,

they feel disheartened by their challenges and give up. A person must be
intellectually and physically equipped to grow, and development requires a balanced

amount of challenge and support as appropriate for the activity. This theory will be

connected to the implementation of robotics in Grade 11 STEM students. Since many

students do not have enough understanding of robotics yet, it will likely save us in

the future. We must overcome some hurdles in order to obtain more knowledge, and

it will provide us with learning that we can use permanently. This theory is also

mentioned in the study “Appreciative Advising as a Mechanism for Student

Development” (EE. Virtue et al., 2021), which discusses the development of students

who struggle with their academic careers. These students also fail due to a lack of

support from others. Sanford defined “supports” as “the people and services in the

student’s environment that help them navigate challenges successfully”. Importantly,

Sanford also suggested that student development is a product of person-environment

interaction and surmised that for the student to grow, they must be ready to do so. As

with STEM students, learners who lack support may fail due to the challenges

brought by robotics, and they need all the support they can get to persevere and

grow.
 CONCEPTUAL FRAMEWORK

IMPLEMENTATION ISSUES AND

CHALLENGES OF
OF GRADE 11 STEM
STUDENTS
ROBOTICS
(DEPENDENT
(INDEPENDENT
VARIABLE)
VARIABLE)

Figure 2. CONCEPTUAL FRAMEWORK

Figure 2 presents that the study focuses on two specific variables: The

Independent and Dependent variables.

In Figure 2, the Independent Variable would be the Robotics implementation

since the Implementation of Robotics is mandatory in the STEM strand and will not

be affected by any concerns, while the Dependent Variable would be Issues and

Challenges of Grade 11 STEM Students since it will be affected based on how difficult

and new robotics implementation is to the Grade 11 STEM students. As a result, the

Independent Variable, Robotics Implementation, completely affects the Dependent

Variable in terms of Issues and Challenges, which will affect the students’
performance as well as how they will handle and adjust to the new subject they are

taking. There are numerous concerns and challenges that grade 11 STEM students

have as a result of the robotics subject being implemented without the students being

adequately informed and adapted to this particular implementation. The Coping

Strategies, on the other hand, were developed as a result of the implementation of

robotics and are oriented toward the first two dependent variables, which are the

issues and challenges. The coping strategies will support the students in the issues

and challenges that they are facing and will eventually assist the learners to

effectively expand their knowledge and be a capable student of the first learners of

the Robotics subject. It will also help Grade 11 STEM students learn fresh ideas and

new perspectives.
 CHAPTER III

METHODOLOGY

This chapter follows a well-defined procedure of explaining the research

methods used in this paper. Specifically, what has been discussed here are the

research method used, description of the local respondents, instrument used, data

gathering procedure and statistical tools of data.

RESEARCH DESIGN

In this study, the type of research design we used is descriptive. This is to provide

systematic information to the certain issues, challenges, and coping strategies in the

implementation of Robotics in the STEM students of Universidad de Sta. Isabel Pili

Campus. The researchers aim to provide and describe the issues and challenges that

the STEM student will encounter in studying the specialized subject.

This is done in order to provide organized information about specific problems,

difficulties, and coping strategies in the application of robotics in the STEM students

of Universidad de Sta. Isabel Pili Campus. Also the researchers want to highlight and

outline the problems and difficulties that a STEM student will run into while

studying the particular field.

RESEARCH INSTRUMENT
 In this study, the researcher will have an interview questionnaire validated by the

robotics teacher, English teacher and the research adviser. The researcher used

descriptive information to gain further information about the Issues, Challenges and

Coping Strategies of the Grade 11 STEM students to get the appropriate data needed.

Moreover, the researchers will use their own constructed questions to identify and

analyze thoroughly with regard to the research study. The researchers will be

interviewing 15 students in total, where they will choose 5 students each in 3 sections

that are under the STEM strand.

LOCAL RESPONDENT

There are total of 104 students in Grade 11 participated in the STEM strand. In this

research, we only need 15 students to participate in our survey. The researchers will

purposely pick 5 Grade 11 STEM student each in 3 section who are currently facing

the newly implemented subject “Robotics” due to the fact that they are the known

“pioneers” or the first to face and explore the subject.

DATA GATHERING PROCEDURE

This research will take a substantial amount of time and effort. The researchers

demand secure, accurate, and objective information to ensure their success. To

accomplish their expectations, they used a Purposive and Quota Data Sampling

Technique with three target STEM Strand Classes: Our Lady of the Miraculous

Medal, Our Lady of Peñafrancia and Our Lady of Lourdes. The Group Leader divided
the members into three (3) groups, each having three (3) members to facilitate in

finding respondents in the STEM strand.

Overall, the respondent that was fully completed by the researcher’s reached a

total number of 15 which they succeed to target a quota that have equal respondent of

5 STEM Students in 3 sections. Researcher’s also selected a recipient that believes

has enough knowledge and insight regarding the topic in robotics. After gathering

the data needed, the researchers proceed to analysis and interpretation of data.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results, interpretation, and discussion from the gathered

data. The gathered data are from the respondent having answered the given

interview questionnaire to them.

Table 1. The issues associated with robotics among Grade 11 STEM student.

QUESTION CORE IDEA

1.1 As pioneer, this are hardest part in  Coding

studying robotic.  Not having enough resources

 Memorization about the function

and type

 Being the pioneer and lack of prior

knowledge

1.2 The issues that observed associated  Limited equipment

with robotics in Universidad de Sta. Isabel  Lacked of laptop

Pili Campus in Grade 11 STEM  About the kits and the books

 Waste of time
  Laboratory and the limited time for

robotics subject

In table 1.1 eight (8) out of fifteen (15) recipients answered that coding is the

hardest part of studying robotics, which is one of the essential parts of robotics. This

is reasonable, mainly because coding takes a lot of time to finish and needs to be

organized properly. Coding also is sometimes complicated to do because one wrong

variable placed in a code can lead to a negative output. (2) respondents believed that

not having enough resources for the subject is concerning because it’s hard to study a

subject without the proper equipment needed; another (2) respondent of them claim

that memorization of functions and types is the most difficult part of studying

robotics due to the fact that it is challenging. The last three recipients answered that

being the pioneer and having no prior knowledge of the subject are the most difficult

parts of studying robotics, mainly because in order to thoroughly study the subject,

we need prior knowledge about it and having to be the pioneer who will first

experience and explore the implementation of robotics is quite pressuring. According

to Journal of Education & Social Sciences and their research entitled "A Study of

Difficulties of Students in Learning Programming" (2019), it states that for computer

science students, programming has been a difficult topic to study. Effective

programming requires a programmer to possess strong analytical and logical

abilities. Instructors need to plan their lectures appropriately and use a variety of

cutting-edge strategies to help students learn analytical and problem-solving skills.

There haven't been any studies to pinpoint the main difficulties experienced by

students studying programming, despite the obvious need. A study like this can assist

lecturers in creating pertinent content and scheduling lectures appropriately. Thus,

coding is really not the easiest and must require specific skills for the students to

efficiently do their tasks.

 In Table 1.2 Two (2) respondents responded that the issues they observed with

robotics are limited time and equipment. The schedule for taking robotics is twice a

week, and the equipment that must be used are also limited, primarily because each

piece of equipment has its own unique and specific parts that must be brought in

order to properly execute the task. On the other hand, the other two (2) stated that it

was a lack of laptop that every student needed in order to fully utilize and catch up to

the subject, that you cannot accomplish the task even if you have the equipment

because in programming and coding, a laptop is a must in order to fully utilize,

execute, and run the program and the device, so a laptop is required. Seven (7)

recipients stated that the issues that they observe with robotics are financial

problems and a lack of equipment, buying the specific materials needed to learn

robotics, and the other is that not everyone can afford the pricey amounts of

equipment required due to financial problems and does not want to buy this and

instead wants to prioritize other important matters. One (1) stated that it is irrelevant

to the course that they are going to take, so it is a waste of time. Because robotics

implementation is mandatory, students in the STEM strand cannot decline even if

this subject will not be applied in their future course, so it is irrelevant and a waste of

time. The other two (2) encountered an issue regarding the lack of learning

equipment and its price point, as well as the fact that the materials required to learn

the topic are very expensive, similar to what we experienced in the seminar we held

last April 27-28, 2023. The equipment that was introduced was only 9, there were

three rows so it was divided into three in each table, not everyone had the

opportunity to identify and participate primarily because the equipment was limited.

One (1) recipient observed that it is about the kit and the book, both of which are
expensive, the respondent wanted to save money and didn’t think it was worth

investing in because it was already final and would only be used once, in addition, the

respondent has financial difficulty. With accordance to the study about “The

Financial Problems and Academic Performance Among Public University Students in

Malaysia” (Norazlan, Yusuf, & Al-Majdhoub, 2020), financial play an important role

in students’ academic performance. Financial problems are a serious issue that needs

to be addressed as it leads to multiple stages of problems such as health issues and

academic performance. From the results, it is ascertained that there is a significant

relationship between financial problems and academic performance, indicates that

the students with financial problems affect their academic performance.

Table 2. The difficulties encountered while studying robotics.

QUESTION CORE IDEA

2.1 Ways to handle the challenges of  Thinking hard and re-reading the

taking of robotics books

 With the use of internet

 Having a positive and productive

attitude in life

 With the help of anyone or teacher

 Having enough time and being

more mature

 Making it as an inspiration
  Brought own breadboard and kit

 Doing self-study

 Accepting the subject

2.2 The encountered instances that are  Haven’t encountered any

difficult to do or to comply in studying the difficulties

robotics subject.  Lacked of laptop for coding

 Books and slow internet connection

 Lacked of time for discussion

 Lacked of materials

Table 2.1 According to the first respondents states that he/she handles the

challenges in taking robotics by thinking hard and re-reading books to have deeper

information to the subject and to gain more knowledge about it. And for them the

book is a reliable source and can guide them what robotics is all about. One(1) also

states that he/she handles the challenges by the use of the internet. We know that

the internet can also be one of the easiest ways to get deeper information and ideas.

One(1) also claims that having a positive attitude and productive attitude in life can

help them. Having a positive attitude can be a big help to overcome challenges

because a positive attitude will help the students to motivate and have a mindset that

he/she can handle the difficulties. And a productive attitude can add information and

they can easily do the activities of the subject robotics. One(1) also responded that by

the help of the teacher can handle the challenges. Teachers can share their ideas and

learnings that they know. By sharing it to the students, students will learn and gain

more ideas. One(1) also said that having enough time and being more mature can
handle the challenges. Maturity can also help students to be responsible to have

enough time to study and learn new things about robotics. One(1) also states that

“handling these challenges by making it as an inspiration” can help them to work

hard to study about robotics and be motivated despite the challenges he/she

experiences. One(1) also said that handling these challenges by continuing reading

and attentive listening to the lecture of the subject teacher. This respondent says that

listening to the subject can be beneficial to them because teachers explain everything

about the robotics lesson and he/she learns more about robotics. One(1) also added

that bringing one’s own breadboard and kit can be a solution to handling these

challenges because teachers can give them activities using breadboards and kits. And

the students can learn and benefit from having an actual performance and they can

enjoy this. Three(3) respondent also indicates that by self studying can handle

challenges to learn robotics. This is a very helpful way to learn new things by

studying robotics, students will gain more knowledge that can help them to face

challenges and difficulties they experience. One(1) also states that asking help from

anyone that has an idea about robotics can help them. This is a good way to get

important information that the students don’t know about robotics. They can ask for

help that they have learned and they will learn from them. One(1) also claims that by

patiently learning the subject even though they face difficulties in learning coding

and programming they will have patience for this because they know that this is

essential to the program they need to do. One (1) also claims that by keeping he/she

motivated and interested in the subject he/she can easily face the challenges,

experience and have motivation that this robotics can benefit them for their future.

One(1) also said that they handle the challenges by just accepting it because the

problem that they have with this subject is out of their control and these students

accept the robotics subject because that’s part of their strands that they belong to.
 Table 2.2 One (1) among the (15) fifteen respondents answered that coding is what

they find difficult the most for the reason that they need to allocate time to learn it

also eight (8) respondent claimed that due to lack of resources like laptop is what

hinders them to comply, according to them “ I do not currently have a laptop to bring

in school in order to learn coding, thus I have to share with my classmates with a

laptop” and four (4) stated that they have no books and has slow internet connection

which causes them to struggle when it comes to complying. However, in addition the

other two (2) declared that they haven’t encountered any instances that are difficult

“As of now there’s none”. In summary the majority of the respondents find it hard to

learn about coding and lack of time and resources. Based on the study about “The

Impact of the Lack of ICT Resources on Teaching and Learning in Selected South

African Primary Schools” (Munje & Jita, 2020), they stated that schools should

consider individual school contexts when allocating ICT resources, reinforce existing

monitoring and evaluation mechanisms, and form partnerships with communities to

ensure the safety of ICT resources. Therefore, these measures have the potential to

ensure that all learners enjoy opportunities introduced in the classroom and thus

guaranteeing quality education for all.

Table 3 . The Grade 11 STEM students coping mechanisms when faced with difficult

robotics lesson.

QUESTION CORE IDEA

3,1 Own strategies to successfully be able to  Don’t have any strategies

cope up with the lesson and new learning

in robotics.  Have any strategies

  Patience, willingness to learn from

3.2 The traits/characteristics needed to the mistake and has a strong work

possess of a STEM student to succeed in ethics

taking robotics.  Self discipline trait

 Critical-thinker

 Persistent and determined

 Committed to learning new things

 Positive mind

 Perseverance

In Table 3.1 The selected respondents have their own different strategies to

successfully cope up with the lessons or new learnings in robotics. The first

respondent shares that their strategy to cope up with the lessons in robotics is to

listen and analyze, for example when the lesson is about coding, they listen and the

codes that they need to use. The second respondent says that their strategies aside

from keeping themselves interested by having a positive mentality are when things

get complicated, they give their brain and self a time to process information until

things get more clear. The third respondent states that their strategy is to preview the

upcoming lessons for a heads up. The fourth respondent also shares that they re-read

every lesson for several times, making and using flash cards and even result to

making visual representations due to the fact that they are a visual learner and need

graphical materials to learn. The fifth respondent’s strategy is to keep up with every

discussion and make sure not to miss one discussion. One respondent answered that
they don’t have any strategies because of being interested in robotics even before

Senior High School, so coping up with the subject won’t be a problem. Some students

really have the passion to know and learn robotics that lead them to enjoy it while

discovering and learning a lot from it. The other one usually goes to the internet and

searches for the things that he doesn’t understand. The other four (4) respondents

stated that their strategies to cope up with the subject is to take notes, seek help from

peers or instructors, set realistic goals, forming a learning group, and use the internet

for clearer instructions. Four respondents stateed that they conduct a self-study and

try focusing to cope up with the lessons. Based on the study entitled “Group Work as

an Incentive for Learning – Students’ Experiences of Group Work” (Chiriac, 2014),

group work is used as a means for learning at all levels in educational systems. There

is strong scientific support for the benefits of having students learning and working

in groups. Prior to the turn of the twenty-first century, very no study on group work

was done with regard to the students’ experiences of group work and group learning.

At two universities in Sweden, a study-specific questionnaire with multiple choice

and open-ended questions was given to students enrolled in various study programs.

The findings show that group work was a significant part of majority of the student’s

experience, which helped learning, particularly in the area of academic knowledge.

In Table 3.2 Two (2) of the respondents stated that the traits/ characteristics of a

STEM student should possess is being persistent and determined. However, three (3)

of the respondents answered that the traits/ characteristics are patience, analytical

thinking skills and adaptability to changes and new learnings. While the other two

(2) states that the student must be committed to learning new things. One (1) of the

respondents answered that traits that a STEM student must possess is patience and a

positive mind. Another one (2) says that a stem student needs to possess
perseverance and a positive mentality to be able to fully grasp robotics. They also

stated that “Having a mentality of being positive in learning new things greatly helps

to keep a student interested in learning this subject and for them to succeed”. Two

(2) of the respondents claims that a stem student needs patience and tolerance to

succeed in taking robotics, while the last respondent states that based on their

observation, the characteristics or traits that a STEM student must possess in order

to succeed in taking robotics were: can do self studying or self-educate; has a critical

thinking and problem solving skills; and is dedicated to learning new information

about robotics. While, the other two (2) asserts that one should be responsible and

have a self discipline trait. On the other hand, one(1) of the respondents answered

that a STEM student must be a critical thinker. The study about "Effects of the

Patience Training Program on Patience and Well-Being Levels of University

Students" (B?lb?l & Izgar, 2017) states that, this study looked at how patience

training affected university students' feelings of well-being and patience. Data were

gathered using the PERMA Well-being Scale and the Patience Scale. The

experimental group received a 10-session training program in patience education,

while the control group received no training at all. The results revealed considerable

variations in patience levels but no appreciable alterations in wellbeing levels.

 CHAPTER V

FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter is represented in three sections. The first section contributes to an

overall summary of the findings followed by the conclusion and the recommendation

of the study.

SUMMARY OF FINDINGS

The following findings are based on the data gathered in interview questionnaires

about the Issues, Challenges, and Coping Strategies of Grade 11 STEM Students in

Implementation of Robotics.

1. ISSUES WITH ACCORDANCE TO THE ROBOTICS SUBJECT

a. As a pioneer, the hardest part in studying robotics.

Based on the data gathered by the researcher, it testifies that the hardest part in

studying robotics according to the respondents is the coding, which had been

answered by eight respondents. This shows that the coding is really significant and

needs a lot of hard work to successfully achieve the tasks. The other seven

respondents on the other hand had different reasons, and these are; not having

enough sources, memorization of functions and types, and being the pioneer of the

subject.

b. Issues that are observed associated with robotics in Universidad de Sta. Isabel Pili

Campus.
 The most observed issues related with the robotics subject in Universidad de Sta.

Isabel Pili Campus are; financial problems, lack of equipment, buying specific

materials, and for most who can’t afford the materials as it’s pricey and the other

students who don’t want to buy one because they want to prioritize something that

matters for them the most. These reasoning had been answered by seven students

and thus shows that the majority of them had responded to the question based on

their observation. The other eight respondents then remarked on their own causes

such as; limited time and equipment, lack of laptop, irrelevant to the course, lack of

learning equipment and its price point, and lastly the kit and the book.

The correlation of these to the Statement of the Problem number 1 which is “What

are the issues associated with robotics among Grade 11 STEM students?” is that it

defines and analyzes the majority of answers to issues in relation to the robotics

subject within the chosen respondents that are under the STEM strand. It focuses on

explaining specific issues to identify what is most likely to be the possible concern of

the Grade 11 STEM students.

2. THE DIFFICULTIES ENCOUNTERED WHILE STUDYING ROBOTICS

a. Ways to handle the challenges of taking of robotics

It shows that the students handle the challenges in robotics by thinking hard and re-

reading books to gain more knowledge. They also use the internet to get deeper

information and ideas. Additionally, they have a positive attitude and productive

attitude in life, which can help them to motivate and have a mindset to handle the

difficulties. Students have enough time and maturity to be responsible and have

enough time to study and learn new things about robotics. The most important

details in this text are that one (1) can handle challenges to learn robotics by making
it an inspiration, (2) listening to the lecture of the subject teacher, (3) bringing their

own breadboard and kit, (4) self-studying, and (5) asking for help from anyone who

has an idea and knowledge about robotics.

These details provide insight into how they handle challenges to learn robotics and

be motivated despite the challenges they experience. It states that self-studying is a

good way to gain more knowledge, while also asking for help from anyone who has

an idea about robotics is a good way to get important information. believes that by

patiently learning coding and programming they will have patience and be motivated

to face the challenges. They also handle the challenges by just accepting them, as the

problem is out of their control and robotics is part of their strands.

b. The encountered instances that are difficult to do or to comply in studying the

robotics subject.

Most of the students found coding difficult due to lack of time, equipment and

resources and have a hectic schedule that is why they find it very difficult to focus on

this subject. It’s quite understandable because as someone that is a pioneer to this

subject, the lack of resources and equipment that teachers and students are going to

use to effectively learn and teach is the reason its hard for the them to fully adapt and

adjust in this implementation.

3. THE GRADE 11 STEM STUDENTS COPING MECHANISMS WHEN FACED

WITH DIFFICULT ROBOTICS LESSON

a. Own strategies to successfully be able to cope up with the lesson and new learning

in Robotics
-Based on the data gathered from the selected students, they stated that they have

their own different strategies to cope up, the ten (10) respondents answered that in

order for them to understand the coding they listen and re- read every lesson and

preview the upcoming lesson for heads-up, conduct a self study to make sure that

they never missed any discussions. It goes to show that they are really interested and

passionate to cope up even when things get hard and complicated. On the contrary

the other five (5) respondents prefers seek help from peers or instructors, set realistic

goals, forming a learning group, and use the internet for clearer instructions.

b. The traits characteristics need to possess of a STEM student to succeed in taking

robotics.

The majority of the students believed that the traits/ characteristics of a STEM

student should possess is being persistent. determined, and a positive mentality to be

able to fully grasp robotics. They also need to have tolerance, analytical thinking

skills and adaptability to changes, having an open and curious mindset, the

willingness to learn from mistakes and has a strong work ethic. And most of all is

patience because they firmly believe that a STEM student should possess patience to

succeed in taking robotics. These are stated by thirteen (13) students while the other

two (2) asserts that one should be responsible and have a self-discipline trait.

CONCLUSION

This study aims to know the issues, challenges, and coping strategies of grade 11

STEM students that they are encountering throughout the implementation of

robotics subject in Universidad de Sta Isabel Pili Campus. Robotics is so complex to

learn and is quite different from other subjects, it will take time for students to learn
it. Students must also have patience, be willing to learn from their mistakes, and

have strong work ethics. R0botics is also complex because we may run into many

situations that could interfere with our ability to learn as students. However, making

mistakes and learning from them is equally important because failure is the key to

success in learning. Every failure offers many lessons that we can apply to our daily

lives.

The goal of the STEM students' coping strategy for challenging robotics lessons is

to assist the students in controlling their emotions and lowering anxiety when

confronted with a demanding task in their robotics class. They can develop a positive

attitude toward obstacles and increase their resilience in the face of adversity by

using coping techniques, including taking a break, asking their instructor or peers for

help, reflecting on their strengths and talents, and practicing self-care. The ultimate

objective of this study is to support students in meeting their academic goals while

preserving their mental and emotional health.

RECOMMENDATION

Studying robotics in grade 11 can be a challenging task as it involves a complex and

innovative field of study. In this recommendation, we will provide some practical

suggestions and recommendations to the following:

1.) STUDENTS

A. Building a Growth Mindset. A growth mindset is an optimistic approach to

learning that take place an emphasis on the idea that intelligence can be

developed through effort and commitment. Students should adopt a growth

 mentality when learning robotics since it will enable them to persevere

through the difficulties with a positive outlook.

B. Lay a Firm Foundation. Students need a solid background in the field of

robotics in order to study it effectively. This includes having an understanding

of mathematics and science. Students who don’t have a solid foundation in

these subjects should think about using additional resources, such as

textbooks, online tutorials, or asking help from their teachers.

C. Practicing is everything. Students must routinely practice robotics in order to

improve their skills because it includes actual labor. They should practice

creating robots and experimenting with various designs using the tools that

are readily available, such as robotics kits. Regular practice will help students

overcome obstacles and increase their confidence in their talents.

D. . Work together with Peers. Working together with classmates can help

students overcome obstacles when studying robotics. Students can

organize study groups or take part in group projects to share their

experiences, knowledge, and abilities. This can encourage and support

students as they work together to support and learn from one another.

E. Look for Mentors and Teachers’ Assistance. Inquiring of teachers or mentors

is something that students shouldn’t be reluctant to do. While mentors can

offer valuable insights and advice on the area of robotics, teachers can help

students understand complex ideas and provide support. Students can excel in

their robotics studies and overcome obstacles by seeking assistance from these

sources.
 2.) TEACHERS
We suggest various teaching methods for robotics in order to address these issues

and challenges:

A. The first approach is called hands-on learning, and it entails allowing

students to interact directly with robotics tools and software. The topic matter

may become more relatable and interesting for students as a result. Giving

students a real-world issue to use robotics technology to tackle as part of a

project-based learning strategy is the second method.

B. The second option is industry partnership, which can assist students have

access to specialized tools and knowledge as well as opportunity to learn about

robotics career paths. We conclude by looking at the usage of simulation

software to get around the problem of limited access to robotics equipment.

Students may explore robotics ideas and skills in a realistic and interesting

setting with the help of simulation software.

3.) UNIVERSIDAD DE STA. ISABEL- PILI CAMPUS

A. The first is to create a strong foundation in STEM education, which can help

students to better understand the underlying concepts involved in robotics

and incorporate robotics into existing coursework, such as math and science

classes. This can help to make the subject matter more relevant and engaging

for students.

B. The second is to provide access to specialized equipment and training, such as

through partnerships with industry partners. This can help to provide

students with the hands-on experience necessary to develop the skills required

for careers in robotics. Additionally, we explore the use of extracurricular

 activities and competitions as a means of engaging students and promoting

interest in robotics.

4.) FUTURE RESEARCHER

A. To ensure that your research is successful and impactful, it is important to

stay up-to-date with the latest developments and trends in the field. This can

be done through attending conferences, reading research papers, and

engaging with other researchers in the field.

B. It is also important to have a strong foundation in the fundamental concepts

of robotics. A deep understanding of the concepts of robotics will allow you to

design and build more advanced and sophisticated robots.

C. Another key aspect of successful robotics research is collaboration. Robotics

research often involves interdisciplinary teams, so it is important to be able to

work effectively with others and to communicate your ideas clearly.

 BIBLIOGRAPHY

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CURRICULUM VITAE

I. Personal Information

Name: Lheeiane Jean M. Albis

Address: San Agustin Pili Camarines Sur

E-mail address: ljalbis91@gmail.com

Birthday: October 29, 2005

Birth Place: Bicol Medical Center (BMC)

Age: 17 y/o

Nationality: Filipino

Religion: Born Again Christian

Civil Status: Single

Father's Name: Dennis S. Albis

Mother's Name: Jhoy M. Albis

II. Educational Background

Primary : Montessori Children House of Learning ( Batch of Year 2018)

Secondary: Universidad De Sta. Isabel-Pili Campus (Batch of Year 2022)

CURRICULUM VITAE

I. Personal Information

Name: Zander N. Bernales

Address: Zone 6, San Isidro, Pili Camarines Sur

Email Address: zanderbernales25@gmail.com

Birthday: March 29,2005

Birth Place: Naga City

Age: 18 y/o

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: Andy C. Bernales

Mother's Name: Susan N. Bernales

II. Educational Background

Primary: Pili West Central School (Batch of 2018)

Secondary: Universidad De Sta. Isabel Pili Campus (Batch of 2022)

 CURRICULUM VITAE

I. Personal Information

Name: Tamera Paula Cabal

Address: Causip, Bula, Camarines Sur

Email Address: cabaltamerasspaula@gmail.com

Birthday: October 1, 2005

Birth Place: San Roque, Bula, Camarines Sur.

Age: 17 y/o

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: -

Mother's Name: -

II. Educational Background

Primary: Bula Parochial School (Batch of 2018)

Secondary: Universidad de Sta. Isabel-Pili Campus (Batch of 2022)

 CURRICULUM VITAE

I. Personal Information

Name: Kassandra F. Cerino

Address: San Jose, Minalabac, Camarines Sur

Email Address: Kassandracerino18@gmail.com

Birthday: May 04, 2006

Birth Place: BMC, Naga City

Age: 16 y/o

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: Nelson F. Cerino

Mother's Name: Jean F. Cerino

II. Educational Background

Primary : Sagrada Familia Elementary School (Batch of 2018)

Secondary: Universidad de Sta. Isabel- Pili Campus (Batch of 2022)

 CURRICULUM VITAE

I. Personal Information

Name: Neil Benedict L. Españo

Address: Zone 3, San Agustin Pili, Camarines Sur

Email Address: neilbenedictespano@gmail.com

Birthday: April 20, 2005

Birth Place: Naga City Camarines Sur

Age: 18 y/o

National: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: Nelson L. Españo

Mother's Name: Francia L. Españo

II. Educational Background

Primary: Pili Parochial School (Batch of 2018)

Secondary: Universidad de Sta. Isabel Pili Campus (Batch of 2022)

 CURRICULUM VITAE

I. Personal Information

Name: Ledesma, Trixia Mae L.

Address: La Purisima, Pili, Camarines Sur

Email Address: ledesmatrixiamae@gmail.com

Birthday: September 14, 2006

Birth Place: La Purisima, Pili, Camarines Sur

Age: 16 y/0

Nationality: Filipino

Religion: Catholic

Civil Status: Single

Father's Name: Danilo T. Ledesma

Mother's Name: Teresita L. Ledesma

II. Educational Background

Primary: Pili Central School (Batch of 2018)

Secondary: Universidad de Sta. Isabel-Pili Campus (Batch of 2022)

 CURRICULUM VITAE

I. Personal Information

Name: Kenn Howell Lumbis

Address: San Agustin Pili Camarines

Email Address: visionhowells@gmail.com

Birthday: July 23, 2006

Birth Place: Lapurisima, Pili Cam. Sur

Age: 16 y/0

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: Salvador DT. Lumbis Jr.

Mother's Name: Ma. Catherine G. Lumbis

II. Educational Background

Primary: Pili Central School (Batch of 2018)

Secondary: Universidad de Sta. Isabel-Pili Campus (Batch of 2022)

 CURRICULUM VITAE

I. Personal Information

Name: Sarah Paola Tormes

Address: St.Paul Palestina

Email Address: sarahpaolatormes@gmail.com

Birthday: April 5, 2005

Birth Place: Naga City

Age: 18y/o

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: Rex Victor T. Tormes

Mother's Name: Dwendelyn R. Tormes

II. Educational Background

Primary: Blessed Name Of Mary learning school (Batch of 2018)

Secondary: Universidad De St. .Isabel-Pili Campus(Batch of 2022)

 CURRICULUM VITAE

I. Personal Information

Name: Ashley Jem F. Trinidad

Address: San Agustin Pili Camarines Sur

Email Address: trinidadashley004@gmail.com

Birthday: April 4, 2006

Birth Place: Bicol Medical Center (BMC)

Age: 17 y/o

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: Edmundo L. Trinidad Jr.

Mother's Name: Jane F. Trinidad

II. Educational Background

Primary: Saint John the Baptist Integrated School (Batch of 2018)

Secondary: St. Paul Academy (Batch of 2018-2022)