Integrating robotics design challenge to foster engineering design and computational thinking in mathematical reasoning of middle school students in Tanzania
Bibliographic Data
| ID | 22436618 |
|---|---|
| Authors | Paul Asunda, Paul A Asunda (0000-0002-0479-0092, Purdue University West Lafayette, corresponding author), Rita Mathew (University of Georgia), Mativo John (0000-0002-6922-602X, University of Georgia), John Mativo, Eva Msomi (University of Georgia) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-04-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01391-3 |
| OpenAlex | W7157033670 |
| Language | EN |
| References cited | 64 |
This study examined how engineering design and computational thinking relate to mathematical reasoning among Tanzanian 5th- and 6th-grade students participating in a 2-week integrative robotics camp. The camp engaged students in hands-on design, coding, and problem-solving tasks that required applying spatial reasoning and computational logic through building and programming simple robotic systems. A quasi-experimental study comprising of 42 participants between 10 and 12 years completed post-intervention measures that examined engineering design interests, math anxiety, computational thinking, and math reasoning. Internal consistency analysis indicated that all four subscales demonstrated acceptable to excellent reliability (Cronbach’s α = 0.86). An exploratory factor analysis (EFA) with Promax rotation identified a coherent four-factor structure explaining 49.1% of total variance. Likewise, a confirmatory factor analysis (CFA) further supported the factorial validity of the model. Strong latent correlations were found between Engineering Design and Computational Thinking (r = 0.94), and moderate associations with Math Reasoning (r = 0.37), suggesting that computational thinking may serve as a cognitive bridge linking mathematical reasoning and design confidence in STEM education.
Computational Thinking · Design Thinking · Educational robotics · Engineering design process · Engineering education · Robotics · Tanzania · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Teaching and Learning Programming
The Ecological Approach to Visual Perception
Human Cognitive Abilities
Spatial Thinking and STEM Education
Spatial ability for STEM domains
Planning Early for Careers in Science
Integrating computational thinking with K-12 science education using agent-based computation
When High-Powered People Fail
Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom
The Relation Between Space and Math
A systematic review of learning computational thinking through Scratch in K-9
On the relationship between math anxiety and math achievement in early elementary school
Cutoff criteria for fit indexes in covariance structure analysis
Structural Equations with Latent Variables
Latent Curve Models
What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior
A cognitive definition of computational thinking in primary education
Effects of spatial training on mathematics in first and sixth grade children
Critical Need for Family-Based, Quasi-Experimental Designs in Integrating Genetic and Social Science Research
Computational Thinking in K–12
Theory of fluid and crystallized intelligence
Primary Mental Abilities
The malleability of spatial skills
| Citation velocity | historical |
|---|---|
| Highly cited | No |