Effects of robotic module‐supported experimental activities with the cooperative learning method on student achievement, 21st‐century skills, and students' opinions

Abstract Background Study Developments in science and technology, have created a need for technology‐supported learning environments. Robotics is a technology widely used in science education. Collaborative learning is one of the methods used in education based on the constructivist approach. Using robotic and cooperative learning together is a new and rare study approach. The study utilizes cooperative learning and robotics together. Past studies have investigated applications combining collaborative learning, problem‐based or project‐based learning with flipped classrooms. However, we need more evidence on how cooperative learning methods affect learning in environments supported by robotic modules. Objectives This study investigated the effects of robotic module‐supported experimental activities with the cooperative learning method on student achievement, 21st‐century skills, and students' opinions. Methods The sample of this study was 6th‐grade students ( n = 61). The study utilized a mixed method approach. The quantitative research phase of the study employed a quasi‐experimental design with an experimental and a control group. The qualitative research phase of the study utilized a case study design. Results and Conclusions The experimental group had significantly higher mean scores than the control group. This result shows that robotic module‐supported experimental activities with the cooperative learning method are more effective at improving student achievement and 21st‐century skills than the current curriculum.