From algorithms to innovation: pre-service mathematics teachers' perceptions of robotics-enhanced problem-solving instruction
DOI:
https://doi.org/10.55056/etq.1089Keywords:
educational robotics, problem-solving, pre-service teachers, STEM, mathematics education, NigeriaAbstract
Educational robotics has gained substantial attention for its capacity to transform the way students learn. Conversely, over-reliance on traditional teaching techniques, which prioritise memorisation over critical thinking and problem-solving, still prevails in mathematics classrooms. Different perceptions exist regarding the potential for educational robotics to enhance problem-solving skills. The study, therefore, surveyed demographic differences in the perceptions of pre-service mathematics teachers regarding the potential of educational robotics to enhance problem-solving skills among 242 undergraduates randomly selected from three prominent campuses in Ekiti State. Data were analysed through descriptive statistics, independent t-tests, and ANOVA. The findings reveal a broad consensus that educational robotics enhances conceptual understanding and fosters problem-solving skills. However, the findings reveal significant differences in perceptions based on gender, age, and level. Educational robotics should not be an afterthought, but a core component of pedagogical preparation. The study recommends that the National Universities Commission include robotics integration as a criterion for accrediting teacher-education programs.
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Data Availability Statement
The datasets generated and/or analysed during the current study are not publicly available because the study prioritised participant privacy, collecting data under strict confidentiality agreements to protect their personal and sensitive information. Publicly sharing the dataset might risk exposing identifiable details, even after anonymisation, due to advancements in data re-identification techniques. Providing data upon reasonable request from the corresponding author ensures compliance with ethical standards while allowing controlled access under safeguards that respect participant rights. Therefore, the datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.
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Copyright (c) 2026 Olubunmi Kayode Ayanwoye, Oluwanife Segun Falebita, Akinbiyi Benard Ambode, Amos Olusola Ogunjobi, Deborah Bolanle Olubamise, Elizabeth Aarinola Ogundana
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Accepted 2025-12-02
Published 2026-01-05
