Effectiveness of a Challenge-based Learning (CBL) Robotics Environment on High School Students’ Conceptual Understanding and Lived Experiences

Authors

DOI:

https://doi.org/10.56059/ye9j7b92

Keywords:

Arduino, challenge-based learning, educational robotics, STEM education

Abstract

This study examined the effectiveness of a challenge-based learning (CBL) robotics environment on students’ conceptual understanding and experiences. Using a mixed-methods, pre-experimental, one-group, pretest-posttest case-study design, this study involved 22 senior high school students, a pretest and posttest, engineering notebooks, and a feedback questionnaire. Results showed a significant improvement in conceptual knowledge of students [t(13) = -2.97, p = 0.011, Cohen’s d = -0.793], but their procedural knowledge diverged from their declarative knowledge, which the conceptual test did not fully capture. A hermeneutic phenomenological analysis revealed tensions between hands-on hardware and programming, differing pacing needs among novice and experienced learners, and a desire for both autonomy and structure. CBL is effective for teaching robotics, but educators should shift from decontextualised multiple-choice testing and adopt a dual-track assessment model. Implications for the design of innovative STEM learning environments are discussed, including transferable principles for open, distance, and blended learning contexts.

Author Biographies

  • Joel Jalon, De La Salle University

    Dr Joel B. Jalon, Jr. is a STEM teacher at De La Salle University – The Academy. He holds a PhD in Science Education with a major in Physics. His primary research interest is improving the teaching and learning experience through innovative educational practices. His work focuses on STEM integration, robotics, and enhancing problem-solving skills through instructional designs such as Challenge-Based Learning. Email: joel.jalon@dlsu.edu.ph (https://orcid.org/0009-0005-2465-3764)

  • Lydia S. Roleda, De La Salle University

    Professor Lydia S. Roleda Bteaches in the Department of Science Education at the Br. Andrew Gonzalez FSC College of Education, De La Salle University. She serves as the Assistant Dean for External Affairs and Lasallian Mission. Her current interests include research on gamification, culturally responsive teaching, and technological innovations in science teaching, such as virtual reality and apps. She has led three Erasmus+ projects – Action Research to Innovate Science Teaching (ARTIST–573533-EPP-1-2016-1-DE-EPPKA2-CBHE-JP,2016-2019), Internationalisation of Higher Education in the Philippines Network (ANTENA,598612-EPP-1-2018-1-ES-EPPKA2-CBHE-SP, 2018-2022), and Educating Science Teachers for All(ESTA, 609719-EPP-1-2019-1-DE-EPPKA2-CBHE-JP, 2020-2024). Email: lydia.roleda@dlsu.edu.ph (https://orcid.org/0000-0002-9412-7744)

Downloads

Published

2026-09-21

Issue

Vol. 13 No. 3 (2026): ISSUE 3

Section

Research Articles

License

Copyright (c) 2026 Joel Jalon, Lydia S. Roleda

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a https://creativecommons.org/licenses/by-sa/4.0/ that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

How to Cite

Jalon, J. J., & Roleda, L. (2026). Effectiveness of a Challenge-based Learning (CBL) Robotics Environment on High School Students’ Conceptual Understanding and Lived Experiences. Journal of Learning for Development, 13(3), 455-469. https://doi.org/10.56059/ye9j7b92