Socioemotional Skill Domains in Robotics Performance Tasks using Design Thinking Process

Abstract

This study was designed to determine the effectiveness of Design Thinking Process as framework used in a STEM with Robotics Performance Tasks. It utilized a Quasi Experimental Design of pretest - posttest scores. Also, mixed method was utilized to analyze the data gathered. The respondents were composed of 141 grade 10 with 74 male and 67 female students. This study aimed to determine the level of socioemotional skills of the students, to determine the significant difference between students' socioemotional skills and robotics performance using design thinking process considering their sex, to determine the effect Robotics - Chemical Reactions Performance Task using Design Thinking Process Framework in terms of (a) STEM - Robotics Conceptual Test (STEM-RCT) and (b) Chemical Reactions Conceptual Test (CRCT), and to determine students' experiences in the implementation of Design Thinking Process as a framework. One - way ANOVA was employed to determine the significant difference between the socioemotional skill domains and robotics performance of male and female and paired t - test was utilized to determine the significant difference between the pretest and posttest. Thematic analysis was used to explore the qualitative data gathered. This study revealed that students have a high average level of socioemotional skills, male and female students have significant difference with their task performance and emotional regulation domains and no significant difference with other domains, and the design thinking process was found to be effective based on the significant difference between the scores of pretest and posttest. Four themes were generated to determine the effectiveness of design thinking as performance tasks framework.