The Effectiveness of Robotics Intervention Strategy (RIS) among Robotics Elite Members

To probe how Robotics Intervention Strategy (RIS) facilitated the development of students' robotics basic programming skills, this study was conducted. Grades 4 to 12 student-participants (N=26) were taught using RIS module designed by the teachers-researchers using the Response To Intervention (RTI) framework. The RIS module was consisted of Required Robotics Technical Skills (RRTS) Pre-test, Scaffolding, Performance Feedbacking, Periodic Drills, Progress Monitoring, and Required Robotics Technical Skills (RRTS) Post-Test. The RIS module involved the use of mobile learning devices, EV3 Lego Mindstorms Ev3 Core Set 45544, and playing field. An action research design was employed to determine the effectiveness of Robotics Intervention Strategy (RIS) among Robotics Elite Members of the De La Salle Santiago Zobel (DLSZ) School. The effectiveness was determined by students' performance in the RRTS developed by the researchers and teachers. The pretest score (M=2.50; SD=0.76158) implied that before the intervention, the elite team members' robotics technical skills was at the approaching proficiency level. After the intervention, the posttest score (M=4.31; SD=0.73589) suggested that the elite members' robotics technical skills were approaching the expert level. Moreover, Cohen's d value of 2.4046 indicated large effect of the Robotics Intervention Strategy (RIS). Paired t-test (t=-16.255; p=.000) analysis revealed that there was a significant difference in the elite members' pretest (M=2.50) and posttest scores (Mean=4.31) in the practical assessment, with the posttest score (M=4.31: SD=0.73589) significantly higher than the pretest score (M=2.50: SD=0.76158). This indicated that the RIS significantly improved the elite members' performance level. Results of the study supported the importance of intensive interventions because it gave an opportunity for the school's to figure out ways to serve the students better. The RIS facilitated the most specific needs for the students as the approach made modification, made adaptations, and reflected on RRTS performance-based approach so that the kind of intensive intervention the coaches provide was really specific to that student.