Fostering equity in STEM education through educational robotics: evidence from disadvantaged middle school classrooms

Background While educational robotics (ER) is increasingly recognized for enhancing STEM outcomes, there remains a need for empirical evidence regarding its efficacy within specific core science curricula for socioeconomically disadvantaged populations.Purpose This study addresses this gap by investigating the impact of an ER-based ‘Force and Motion’ unit on the academic achievement, STEM attitudes, and motivation of sixth-grade students.Sample Utilizing a mixed-methods design, the study was conducted with 49 students (Experimental group: n = 25; Control group: n = 24) in an under-resourced public school in Konya, Türkiye.Design and method The data were collected through achievement tests, validated scales, and student diaries.Results Quantitative results indicated significant gains in academic performance and STEM attitude and motivation for the experimental group. Qualitative analysis suggests that the hands-on nature of the ER activities provided mastery experiences that supported conceptual understanding, particularly for students with limited prior technology access.Conclusions The findings suggest that curriculum-aligned ER interventions may provide a supportive pathway for promoting inclusive learning experiences and reducing educational disparities in similar resource-constrained settings.