Gender as a Moderator in the Relationship Between Teamwork, Grit, and Students’ Achievement in Robotics Programming

Abstract

Abstract This study examined the moderating influence of gender on the relationship between teamwork, grit, and achievement in robotics programming. A correlational survey research design was adopted, and data were collected from an intact class of 88 second-year students offering the Robotics Programming II course (CRE 252) at the University of Nigeria, Nsukka. Three validated instruments were used for data collection, with a reliability index of 0.84, 0.87, and 0.80 for the Teamwork Scale (TS), Grit Scales, and Robotics Programming Achievement Test (RAT), respectively. The collected data were analyzed using the hierarchical multiple regression analysis in R 4.4.0 on Ubuntu 22.04. The results show thatteamwork significantly predicted achievement, while grit showed no significant effect initially. However, when gender was introduced, it emerged as a significant predictor and moderated the relationships between teamwork, grit, and achievement. Female students benefited more from teamwork, with a stronger positive relationship between teamwork and achievement than their male counterparts. Additionally, grit significantly predicted achievement for female students but not for males. Recommendations include fostering collaborative learning environments, cultivating grit, and addressing systemic barriers female students face in STEM education. This study contributes to the growing body of literature on gender dynamics in STEM and provides actionable insights for improving academic achievement in robotics programming.