Speaker
Description
Usman, M. H.
Federal University of Education, Zaria
muawiyya2013@gmail.com
Track: Digital Pedagogy and Teaching Innovation
This study investigated the gender-based impact of educational robotics on critical thinking and retention in senior secondary school mathematics in Kaduna State, Nigeria. A quasi-experimental pre-test, post-test, non-equivalent control group design was adopted. A total of 160 undergraduate students (80 experimental, 80 control) participated. The experimental group received instruction using educational robotics, while the control group was taught using conventional methods. Instruments used for data collection were the Mathematics Critical Thinking Test (MCTT) and the Mathematics Retention Test (MRT), both validated and pilot-tested. Data were analyzed using ANCOVA. Findings revealed that students taught with educational robotics significantly outperformed those in the control group in both critical thinking and retention (p < .001), with large effect sizes. No significant gender differences were found within the experimental group, suggesting that robotics provides equitable cognitive benefits for both male and female learners. The study concludes that educational robotics is a powerful tool for improving cognitive outcomes and reducing gender disparities in mathematics education. It recommends its integration into the curriculum, teacher training, and gender-inclusive implementation practices.