Educational robotics (ER) is a constructivist approach to education that promotes experiential learning through actual activities for teaching and learning science, technology, engineering, and mathematics (STEM) subjects. Empirical findings have indicated that primary school students have limited interest in learning mathematics due to the inability to rationalize real-world applications without practical application. Therefore, this study aims to determine the implications of using ER to evaluate their effect on primary school students’ mathematics learning achievement, interest, and attitude. A total of 40 respondents from year five participated in this quasi-experimental study that explored the difference between using ER and PowerPoint hands-on methods as instructional approaches to complement teaching and learning. The findings indicated that ER improved mathematics learning achievement and perceived interest with a high effect size, and students also indicated a positive attitude toward using ER to aid in learning mathematics. © 2024, Grand Canyon University. All rights reserved.
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