Republic of the Philippines

Department of Education
Region V– Bicol
Division of Camarines Sur
Pili National High School
La Paz Subd., Pawili, Pili, Camarines Sur

IMPROVING THE SKILLS OF GRADE 11 STEM

IN PRACTICAL RESEARCH 1 THROUGH PROJECT DATA
(Digital Arduino Training Activities)

Balidoy, Ariane P.
Daliva, Jiana Ezeikel
Garbiles, Brenan A.
Morallo, Vincent Andrei D.
Olavario, Ellaine A.
Pacardo, Yellena Ysa Anya D

11 – STEM PASCAL

Engr. Antonio M. Coballes Jr.

Research Adviser

II
 APPROVAL SHEET

The research project attached here to entitled, “ IMPROVING THE SKILLS OF

GRADE 11 STEM IN PRACTICAL RESEARCH 1 THROUGH PROJECT DATA

(Digital Arduino Training Activities)”, prepared and submitted by Balidoy, Ariane P. ,

Daliva, Jiana Ezeikel, Garbiles, Brenan A. ,Morallo, Vincent Andrei D., Olavario,

Ellaine A., and Pacardo, Yellena Ysa Anya D. in partial fulfillment of the

requirements in Research Capstone is hereby accepted and approved.

ENGR. ANTONIO M. COBALLES JR.

Research Capstone Adviser

Approved as a partial fulfillment of the requirements in Practical Research 1

with the grade of __________.

SHERLINA H. DELA TORRE

Assistant School Principal II
Pili National High School

Date signed

REYNALDO P. LOPEZ
Secondary Principal III
Pili National High School

Date signed

I
 Republic of the Philippines
Department of Education
Region V– Bicol
Division of Camarines Sur
Pili National High School
La Paz Subd., Pawili, Pili, Camarines Sur

————————————————————————————————————
CERTIFICATION

This is to certify that Ariane P. Balidoy, Jiana Ezekiel T. Daliva, Vincent

Andrei D. Morallo, Brenan A. Garbiles, Ellaine A. Olavario, Yellena Ysa Anya D.

Pacardo of Grade-11 Pascal STEM (Science, Technology, Engineering, and

Mathematics) actually conducted the research study entitled IMPROVING THE

SKILLS OF GRADE 11 STEM IN PRACTICAL RESEARCH I THROUGH

PROJECT DATA (Digital Arduino Training Activities) at Pili National High School

in partial fulfillment of the requirements in Practical Research has been examined, edited,

and found to be in accordance with the suggestions and recommendations bye the

guidance advisory committee.

Issued this_________ of April, 2025, at Pili, Philippines.

ENGR. ANTONIO M. COBALLES JR

PRACTICAL RESEARCH 1

SHERLINA H. DELA TORRE

Assistant School Principal II

REYNALDO P. LOPEZ
Secondary School Principal III

I
 ACKNOWLEDGEMENT

The researchers would like to express our deepest gratitude to everyone who

contributed to the completion of this study.

First and foremost, we thank the Almighty God for granting us the strength,

wisdom, and perseverance to accomplish this research.

Engr. Antonio M. Coballes Jr., for his unwavering guidance, invaluable

knowledge, and continuous support. His insights and recommendations played a crucial

role in refining our study.

Mr. Reynaldo Lopez, for his leadership and dedication to providing a conducive

learning environment that allowed us to conduct this research effectively.

Mrs. Sherlina H. Dela Torre, Assistant School Principal, for the continues

supoort and conern.

Ma’am Abegail Perez, for her support and encouragement throughout our

academic journey.

To our Parents for their unconditional support—not only financially but also

emotionally and morally. Their love and understanding served as our motivation

throughout this journey.

To ourselves The Researchers, who tirelessly collaborated, shared ideas, and

remained dedicated to completing this study. The teamwork and commitment of each

member made this research possible.

Thank you all very much!

The researchers

II
 ABSTRACT
TITLE: IMPROVING THE SKILLS OF GRADE 11 STEM IN PRACTICAL

RESEARCH 1 THROUGH PROJECT DATA (Digital Arduino Training

Activities)

AUTHORS: BALIDOY, ARIANE P., DALIVA, JIANA EZEKIEL, GARBILES,

BRENAN A., MORALLO, VINCENT ANDREI D., OLAVARIO,

ELLAINE A., PACARDO, YELLENA YSA ANYA D.

ADVISER: ENGR. ANTONIO M. COBALLES JR.

This study was entitled Improving the Skills of Grade 11 STEM in Practical

Research 1 Through Project DATA (Digital Arduino Training Activities). Many students

struggle with practical research and technological applications due to a lack of hands-on

experience and structured learning modules. To address this gap, Project DATA was

designed as an intervention program integrating Arduino based activities into the research

curriculum. The effectiveness, efficiency, and design of Project DATA along the

following aspects were evaluated: (a) Research skills, (b) Innovation, (c) Hardware

Circuit Design, and (d) Programming Skills.

The study aimed to answer the following research questions: (1)What is the

baseline status of Grade 11 STEM students before the implementation of Project DATA

in terms of: [1.1 Research skills, 1.2 Innovation, 1.3 Hardware circuit design, 1.4

Programming skills].(2)What is the status of Grade 11 STEM students after the

implementation of Project DATA in terms of: [ 2.1 Research skills, 2.2 Innovation , 2.3

Hardware circuit design , 2.4 Programming skills] (3)What are the challenges

encountered during the pre-implementation and post-implementation phases of Project

DATA?(4)How precise and accurate are the skills demonstrated by Grade 11 STEM

III
students during the implementation of Project DATA? (5) What is the intervention to be

enhanced of project DATA after the results findings and significant evaluation in

modernization of technology?

A qualitative research approach was employed, utilizing interviews, observations,

and thematic analysis to gain in-depth insights into students’ learning experiences.The

study examined students’ perceptions of Project DATA’s effectiveness in developing

their research skills, critical thinking, and technical problem solving abilities. Findings

revealed significant improvements in research methodology, programming logic,

hardware troubleshooting, and innovation skills. The competency based assessments

indicated increased precision and accuracy in executing hardware and software tasks.

However, challenges such as troubleshooting errors, hardware limitations, and time

constraints were identified during implementation. These were mitigated through guided

learning strategies, peer collaboration, and iterative testing. The combined weighted

mean for functionality and structural design yielded a result of [insert numerical result na

lang ], suggesting that Project DATA effectively addressed its objectives. Consequently,

the researchers concluded that Project DATA successfully enhanced the research and

technological competencies of Grade 11 STEM students. Future recommendations

include AI integration, automation, and sensor-based systems to further modernize STEM

education.

Keywords: Project DATA, Arduino, STEM Education, Research Skills,

Innovation, Programming, Hardware Circuit Design, Educational Technology.

IV
 TABLE OF CONTENTS

PRELIMINARIES PAGE

Title page i

Approval sheet ii

Certification iii

Acknowledgement iv

Abstract vii

Table of contents

CHAPTER I: THE PROBLEM

Introduction 1

Statement of the Problem 5

Objectives of the Study 6

Significance of the Study 6

Scope and Limitations 8

Definition of Terms 9

End Notes 12

CHAPTER II: REVIEW OF RELATED LITERATURES AND STUDIES

Review of Related literature 13

Review of Related studies 28

Synthesis/State-of-the-Art 37

Gap Bridged by the Study 37

V
 Theoretical Framework 39

Conceptual Framework 42

End notes 44

CHAPTER III: METHODOLOGY

Research Design 45

Planning and Development. 45

Gathering Materials 47

Block Diagram 48

Circuit Diagram 49

Prototype Design 52

Algorithm 52

Flow Chart 53

Programming 54

Respondent 57

Research Instrument 57

Data Gathering 58

Data Analysis 59

Gantt Chart 73

Chapter 4: results and discussion

Results and discussion 74

SOP 1: the status of grade 11 STEM before 74

VI
 implementing the project data.

SOP 2: the status of Grade 11 STEM after 80

implementing the project data.

SOP 3: challenges encountered during 87

Pre-implementation and post implementation

of project data.

SOP 4: how precise and accurate are the skills 92

of the grade 11 learners in the implementation

of the project data.

SOP 5: (what is) the future project to be developed based 95

on the findings of the research study

Chapter 5: Summary, conclusion and recommendations

Summary 98

Conclusion 99

Recommendations 100

BIBLIOGRAPHY 103

APPENDICES 105

RESEARCHERS’ VITAE 118

VII
 CHAPTER 1
THE PROBLEM

INTRODUCTION

In the current world have where become technology an important other part

advancements of learning are increasing. This paper focuses at a very fast rate, STEM

research strand skills because these skills help learners to solve complex problems and

be part of creating new developments. Practical Research 1 is the initial course that helps

to develop the essential critical thinking, analytical and problem solving skills that are

crucial for students who pursue STEM fields. Nevertheless, there are numerous issues

that students face in understanding research methods which affect their performance in

this subject. This study presents Project DATA (Digital Arduino Training Activities) as a

new, active approach that can enhance students performance in Practical Research 1.

With the help of Arduino based activities, this approach aims at connecting the dots

between the theoretical framework and real life applications. With this initiative, the

Grade 11 STEM students will be able to enhance their understanding of research

procedures in a real sense which will help them in their future academic as well as

professional life.

Many Grade 11 STEM students face significant challenges in understanding core

science concepts, which impacts their ability to formulate research questions, conduct

experiments, and analyze data effectively. These struggles often lead to poor academic

performance, misconceptions about science, and a lack of confidence in their abilities.

Furthermore, this issue hampers their readiness for college programs and future careers

that require strong research and analytical skills.

1
 Traditional teaching methods contribute to the problem by presenting research

concepts in complex and abstract ways, making it difficult for students to engage and

learn effectively. This creates a gap between the theoretical knowledge taught in schools

and the practical skills needed for real-world applications. To address this, Project DATA

was introduced as an innovative solution aimed at simplifying research education. By

integrating technology and interactive teaching methods, the project seeks to make

learning research skills more accessible and engaging. Its goal is to improve students'

understanding of science, boost their academic performance, and prepare them for future

opportunities in STEM fields.

The use of technology in education has proven to significantly enhance the learning

experience by making abstract or complex concepts more concrete and engaging. For

students, especially in STEM fields, technology serves as an effective tool to bridge the

gap between theory and practice. Arduino, an open-source electronic platform, is an

excellent option for such integration because it is user-friendly, cost-effective, and has

immense potential to bring science concepts to life in an interactive and practical way. To

help students overcome their struggles with understanding research concepts and

methodologies, Project DATA incorporates Arduino-based activities into the Practical

Research 1 course, ensuring that learning is not only more practical but also exciting and

accessible. By engaging in Arduino-based activities, students will have the opportunity to

practice essential research skills such as data collection, analysis, and interpretation.

These hands-on activities provide a deeper, more intuitive understanding of scientific

inquiry, moving students beyond theoretical learning into real-world applications. To

help students build a solid foundation in research, the project enables them to work with

2
sensors, acquire data, and interpret results, which strengthens their ability to conduct

research and apply scientific methods. These activities not only improve their

understanding of research but also nurture key skills such as creativity, critical thinking,

and problem-solving. These are essential qualities for success in the rapidly evolving

fields of science, technology, engineering, and mathematics (STEM).

In addition to technical skills, Project DATA emphasizes the importance of

teamwork and collaboration, as students work together on group research exercises. This

collaborative approach mirrors the professional environments they will encounter in their

future academic careers and employment, where the ability to work well in teams is

highly valued. Through group-based research projects, students also develop

communication skills, learn to value diverse perspectives, and foster a sense of

responsibility toward achieving a common goal. Moreover, Project DATA aligns with the

Department of Education’s goal of equipping students with 21st-century skills, including

technological literacy, critical thinking, and effective communication. As the modern

world increasingly demands these competencies, integrating technology into the research

process ensures that students are not only prepared for academic success but also for the

challenges and opportunities that await them in the global workforce. This approach

ensures that students gain a well-rounded education, one that will enable them to adapt to

technological advancements and contribute to solving complex problems in their careers.

To help students improve their academic performance and deepen their

understanding of research, Project DATA incorporates a structured system of checkpoints

and feedback moments throughout the program. This allows instructors to closely

3
monitor students’ progress, providing timely guidance and support to address any

difficulties that may arise. By offering continuous feedback, students can reflect on their

learning, adjust their approach, and continuously improve their research skills. This

system of evaluation not only helps students stay on track but also encourages them to

take ownership of their learning and develop the self-discipline necessary for academic

and professional success. The incorporation of Arduino-based activities into the

curriculum creates an engaging, hands-on learning environment that complements

traditional teaching methods and addresses the challenges Grade 11 STEM students face

when learning research concepts. By combining technology with research education,

Project DATA empowers students to better understand scientific research, fosters

creativity, and develops critical problem-solving abilities. These outcomes will help

students improve their performance in Practical Research 1 and other research-based

courses, and better prepare them for both their academic careers and future professional

endeavors in STEM fields.

In conclusion, Project DATA provides an innovative and comprehensive solution

to the issues that Grade 11 STEM students face in grasping research concepts. Through

the integration of technology, practical activities, and collaborative research projects, the

program fosters an environment where students not only gain a deeper understanding of

research but also develop the necessary skills and confidence to succeed in their

academic pursuits and beyond. By equipping students with the tools they need to excel in

both their studies and future careers, Project DATA contributes to the development of

well-rounded, capable individuals who are ready to meet the demands of the modern

world.

4
 STATEMENT OF THE PROBLEM

The purpose of this study is to evaluate the effectiveness of Project DATA in

enhancing the skills of Grade 11 STEM students in Practical Research. Specifically, it

aims to address the following questions:

1. What is the baseline status of Grade 11 STEM students before implementing Project

DATA in terms of:

1.1. Research skills

1.2. Innovation

1.3. Hardware circuit design

1.4. Programming skills

2. What is the status of Grade 11 STEM students after the implementation of Project

DATA in terms of:

2.1. Research skills

2.2. Innovation

2.3. Hardware circuit design

2.4. Programming skills

3. What are the challenges encountered during the pre-implementation and post-

implementation phases of Project DATA?

4. How precise and accurate are the skills demonstrated by Grade 11 STEM students

during the implementation of Project DATA?

5. What is the intervention to be enhanced of project DATA after the results findings

and significant evaluation in modernization of technology?

5
 OBJECTIVES

1. To assess the baseline skills of Grade 11 STEM students in research, innovation,

hardware circuit design, and programming prior to the implementation of Project DATA.

2. To analyze the improvement in research, innovation, hardware circuit design, and

programming skills of Grade 11 STEM students after the implementation of Project

DATA.

3. To identify the challenges encountered during the pre-implementation and post-

implementation phases of Project DATA.

4. To evaluate the precision and accuracy of Grade 11 STEM students' skills as

demonstrated in the implementation of Project DATA.

5. To propose potential future projects based on the findings and outcomes of this study.

SIGNIFICANCE OF THE STUDY

The result of the study will be beneficial to the following:

To Students, by engaging in hands-on activities through Project DATA, students

will improve their research abilities, critical thinking, and technical skills. This approach

helps make research learning more practical and prepares students for future academic

and career opportunities in STEM-related fields

To Our Beloved Teachers, they will benefit from the integration of Arduino-based

projects in their curriculum, allowing them to adopt more interactive and student-centered

teaching methods. This will also offer professional development opportunities, helping

6
educators improve their instructional strategies and incorporate modern technology into

their lessons.

To the Researchers, Further investigations into educational innovations in STEM

can be supported by the findings of this study. It will add to current knowledge about

learning and developing skills through projects.

To the School, A research-based, innovative curriculum that promotes technical

excellence and fosters ongoing learning and development will be advantageous for the

school as a whole.

To Our Community, A more proficient and inventive STEM workforce will benefit

the broader society. This can stimulate technological progress, encourage economic

advancement, and support local development.

To the Department of Science and Technology (DOST), The findings of this study

align with DOST’s goal of promoting innovation in STEM education, offering insights

into hands-on learning approaches and their impact on skill development. To the

Department of Education (DepEd) The study supports DepEd’s mission to enhance

STEM education and integrate technology into the curriculum, providing data-driven

insights for better curriculum development.

7
 To Future Researchers, The findings of this research may be used by future

researchers who want to explore new teaching methods, educational tools, and project-

based learning frameworks in STEM education.

SCOPE AND LIMITATIONS

The study will mainly focus on Grade 11 students that aims to incorporate

Arduino-based learning through Project DATA. Its goal is to develop and to enhance

students research abilities. Students are trained in critical thinking data analysis, and

problem-solving by implementing practical, hands-on learning experiences. . The

research involves devising and executing tasks that utilize Arduino technology in the

current STEM curriculum. Students engage in activities that involve data collection,

system automation and programming exercises to enhance the technical skills for the

demands of modern technology. During the academic semester, study is granted enough

time to complete the project, collect data, and evaluate its effectiveness. The study

subject to several limitations, despite its potential benefits the limited access to advanced

technological resources, such as specialized modules and additional sensors can limit the

complexity of tasks that students can perform Infrastructure constraints and budgetary

limitations may also impact the supply of essential equipment, and other materials such

as; Arduino, Rtc 1307, 1602 LCD Module, ac buzzer, male-male jumper cable, Relay

module, power supply, Resistors, 3-4 buttons, digital multi meter, breadboard.

Some activities may require simplifying or alignments because of limited

instructional time surveys, performance assessments, and observational checklists are

data collection tools that may have inherent biases of limitation in capturing all relevant

aspects of student learning. Moreover, planned activities could be affected by technical

8
difficulties such as hardware failures or software compatibility issues. While conducting

the research, attention will be directed towards improving and defining the academic

performance of participants. The project will be conducted in Pili National High School,

year 2024-2025.

DEFINITION OF TERMS

In this study, the terms used are conceptually and operationally defined as follows:

Project DATA (Digital Arduino Training Activities)

A hands-on initiative that incorporates Arduino to boost STEM education, helping

students develop technical and research skills by creating, coding, and testing circuits.

Arduino

A simple, open-source platform for building and programming interactive projects. In

this study, it is the primary tool used to teach students about electronics and programming.

Practical Research I

A Grade 11 STEM course designed to build research and analytical skills. This study

uses Arduino tools to assist students in collecting and analyzing data and solving real-

world challenges.

STEM Education

A hands-on STEM learning approach using Arduino projects to integrate science,

technology, engineering, and mathematics with practical, real-world applications

Problem-Solving Skills

The ability to identify, analyze, and overcome obstacles. In this study, students develop

these skills by troubleshooting and resolving issues with their Arduino circuits and

programming.

9
Research Skills

The ability to methodically gather, analyze, and evaluate information. This study helps

students refine these skills by conducting experiments using Arduino to solve practical

problems.

Technical Skills

Practical abilities like designing circuits and writing code. In this study, students use

these skills to develop, test, and refine Arduino-based projects.

Data Analysis

Students analyzed Arduino experiment data to gain insights and enhance design and

problem-solving skills.

Device Circuit Design

The process of building effective electronic circuits. In this study, students design and

assemble circuits using Arduino components for various applications.

Computer Programming

Writing instructions to control devices. In this study, students learn to program Arduino

boards to manage electronic systems and circuits.

Servo

A type of motor that provides precise control of movement. In this study, students

integrate servos into their Arduino projects to carry out specific tasks such as rotation and

positioning.

Input

The data or signals received by a device. In this study, inputs like sensor readings or

button presses are used in Arduino projects to trigger specific responses.

10
Output

The actions or responses produced by a device based on input. In this study, outputs like

LED lights or motor movement are generated through Arduino programming.

Researcher

The Grade 11 STEM students who conduct research, identify problems, and create

prototypes using Arduino technology.

11
 END NOTES

 Department of Education. (2016). Policy guidelines on the integration of information

and communications technology (ICT) in the K to 12 curriculum. Department of

Education. https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_014.pdf

 Republic of the Philippines. (2019). Republic Act No. 10912: Continuing Professional

Development Act of 2016. Official Gazette.

https://www.officialgazette.gov.ph/2019/07/21/republic-act-no-10912/

 Department of Education. (2021). National ICT Competency Framework.

Department of Education. https://www.deped.gov.ph/2021/07/14/national-ict-

competency-framework/

 Tinio, V. L. (2003). ICT in education. United Nations Development Programme.

http://www.apdip.net/publications/iespprimers/eprimer-ict.pdf

 Department of Education. (2015). ICT competency standards for

teachers and school leaders. Department of Education.

https://www.deped.gov.ph/

12
 CHAPTER II
REVIEW OF RELATED LITIRATURES AND STUDIES

After the researchers conducted a comprehensive and in-depth search, this chapter

covers the relevant literature and studies. The studies and material reviewed for this

research cover the various theories, conclusions, and advancements pertaining to the

topic from the past to the present. This also involves the condition of the arts, the gap that

needs to be filled, the theoretical framework, and the conceptual framework.

REVIEW OF RELATED LITERATURE

Using Arduino in Science, Technology, Engineering, and Mathematics (STEM)

Education
Arduino technology has revolutionized STEM education by making abstract

scientific concepts tangible and engaging for learners. Studies by Monk (2022), Taylor

and Gomez (2021), and Chen et al. (2020) collectively highlight how Arduino bridges the

gap between theoretical knowledge and practical application, fostering a dynamic, hands-

on learning environment. Through project-based learning (PBL), students design, build,

and test functional prototypes such as robotic arms, automated systems, and

environmental sensors, promoting active learning and skill development. Taylor and

Gomez (2021) documented high school students using Arduino to measure environmental

variables like temperature and humidity, while Patel (2019) showcased middle schools

designing robotic vehicles to understand principles of motion and mechanics. These

interdisciplinary projects integrate subjects like physics, mathematics, and programming,

reinforcing STEM principles and encouraging critical thinking. Chen et al. (2020)

emphasized the iterative problem-solving process required in Arduino projects, where

13
students debug and refine their designs, mirroring real-world engineering practices. This

process enhances technical understanding and critical thinking while fostering creativity

and innovation. Students gain firsthand experience with complex concepts such as

electrical current and data acquisition, making them more accessible and relatable.

Beyond technical skills, Arduino promotes soft skills like collaboration and

communication. Lin and Roberts (2021) noted how group-based Arduino projects require

students to articulate ideas, share responsibilities, and build consensus, essential for

academic and professional success. Arduino’s inclusivity, with its user-friendly interface

and extensive resources, ensures accessibility for students of all expertise levels,

engaging underrepresented groups in STEM fields. Studies argue that Arduino prepares

students for careers in rapidly evolving industries by fostering a mindset of lifelong

learning and adaptability. Taylor and Gomez (2021) suggest that widespread Arduino

adoption can contribute to global advancements by empowering students to tackle

complex challenges through innovation. Its integration into education equips learners

with the skills needed to thrive in technological landscapes, emphasizing its potential to

transform STEM learning into a comprehensive and inclusive experience.

Effects of STEM-Focused Arduino Practical Activities on Problem-Solving and

Entrepreneurship Skills
Arduino-based activities significantly enhance problem-solving and

entrepreneurial skills by bridging theoretical knowledge with practical applications in

STEM education. Studies by Erdemir and Arslan (2020), Reyes et al. (2019), and Ahmed

and Patel (2021) collectively explore the educational impact of Arduino, emphasizing its

versatility and relevance. Erdemir and Arslan (2020) highlighted projects that address

14
real-world challenges like smart irrigation and automated systems, enabling students to

approach problems creatively and critically. These activities foster analytical thinking as

students troubleshoot and optimize prototypes, with Reyes et al. (2019) observing marked

improvements in critical thinking skills. Ahmed and Patel (2021) noted that iterative

design processes encourage growth mindsets, enabling students to refine their solutions

through repeated testing and modification. Beyond technical skills, Arduino cultivates an

entrepreneurial mindset by requiring students to integrate technical knowledge with

strategic thinking. For example, developing a smart irrigation system involves assessing

feasibility, cost-effectiveness, and market potential, fostering resource management and

innovation. These projects also emphasize sustainability and user-centered design,

preparing students to address modern challenges. Reyes et al. (2019) highlighted how

collaborative Arduino activities simulate professional environments, developing

interpersonal skills such as communication, leadership, and conflict resolution. Ahmed

and Patel (2021) noted that interdisciplinary projects integrating physics, mathematics,

and programming provide a holistic understanding of STEM fields. Erdemir and Arslan

(2020) argued that Arduino transforms STEM education by offering hands-on

opportunities to apply abstract concepts, bridging the gap between theoretical and

practical learning. Reyes et al. (2019) and Ahmed and Patel (2021) emphasized

Arduino’s role in preparing students for technology-driven industries while fostering an

entrepreneurial spirit. Arduino empowers students to innovate, solve real-world problems,

and thrive in modern academic and professional landscapes.

15
 Using Arduino to Develop Research Competencies of Students in School
Physics Education
Kuznetsov, Ivanov, and Lebedev (2020) explored the integration of Arduino

microcontrollers into high school physics education as a means of enhancing students’

research competencies. Their study emphasized Arduino's role in facilitating hands-on

experiments, allowing students to measure variables such as temperature, light intensity,

and motion while developing essential research skills like data collection, analysis, and

interpretation. These activities bridged theoretical physics concepts with practical

applications, providing students with a deeper and more comprehensive understanding of

scientific principles. By engaging in experiments that replicated professional research

processes, students utilized sensors to monitor heat dissipation, study variations in light

intensity, and analyze forces affecting motion. They designed experimental setups,

developed hypotheses, and refined their methods to ensure accurate results, which

actively engaged them in the scientific method. Kuznetsov et al. (2020) emphasized that

such practices encouraged students to take ownership of their learning, building

confidence in their ability to conduct independent research. Collaborative Arduino-based

projects also played a critical role in fostering essential soft skills like teamwork and

communication. Students worked in groups to share ideas, troubleshoot problems, and

present findings, mirroring the dynamics of professional research teams. The cooperative

nature of these activities provided students with a realistic and enriching educational

experience, as noted by Ivanov et al. (2020). This collaboration enhanced their

interpersonal skills, which are vital for success in scientific and engineering fields.

Additionally, Arduino projects stimulated critical thinking and creativity by challenging

students to apply scientific principles to innovative experimental designs. For instance,

16
students demonstrated ingenuity by modifying standard setups to examine external

factors affecting light intensity, showcasing technical expertise and a profound

understanding of underlying concepts. The study concluded that integrating Arduino into

high school physics education not only enhanced students’ grasp of scientific principles

but also prepared them for future STEM careers by cultivating research and inquiry skills.

Long-term benefits extended beyond academics, instilling confidence, independence, and

the ability to analyze and present findings effectively. Supporting studies by Rodriguez

and Gomez (2019) and Li and Chen (2021) corroborated these findings, highlighting

Arduino's ability to foster curiosity, engagement, and visualization of abstract concepts

through tangible applications. Collectively, these studies underscored Arduino’s

effectiveness in modernizing science education and aligning it with the demands of

contemporary research and industry. Arduino thus emerges as an indispensable tool for

equipping students with the skills and mindset required to excel in scientific and

technological fields.

Universal Arduino-Based Experimenting System to Support Teaching of

Natural Sciences
Zoltán Gingl and colleagues (2019) introduced a universal Arduino-based system to

support teaching and learning in natural sciences. The system was designed to facilitate

experimentation and enhance understanding of fundamental scientific principles. At the

core of this approach was the use of open-source hardware and software, which the

authors emphasized as a means to make science education more accessible and

interactive. The universal nature of the system allowed educators to adapt it for a range of

scientific disciplines, including physics, chemistry, and biology. Through Arduino,

17
students were empowered to design and execute experiments, bridging the gap between

abstract scientific theories and their practical applications. The study highlighted key

features of the system, such as its modularity, affordability, and user-friendly interface,

which made it suitable for both high school and university-level education. Gingl et al.

noted that this platform encouraged students to engage in hands-on learning, fostering

critical thinking and problem-solving skills. By integrating Arduino into their curricula,

educators provided opportunities for students to explore real-world scientific phenomena,

such as analyzing waveforms, measuring physical properties, or monitoring

environmental parameters. The authors stressed the importance of experiential learning,

arguing that direct interaction with scientific concepts promotes deeper comprehension

and retention. Furthermore, the system's open-source nature encouraged collaboration

and innovation, allowing students and teachers to share projects and ideas. This

communal aspect of the platform aligned with the broader goals of modern education,

which emphasize creativity, adaptability, and teamwork. Gingl et al. concluded that their

Arduino-based system had the potential to revolutionize science education by making it

more dynamic and inclusive. They advocated for the widespread adoption of similar

open-source tools in educational institutions, asserting that these technologies could

democratize access to quality STEM education. By leveraging Arduino’s versatility and

affordability, educators could inspire the next generation of scientists and engineers while

addressing global challenges in science literacy.

Inclusive Education on STEM Subjects with the Arduino Platform

Mário José Silva and colleagues (2018) explored the potential of Arduino to foster

inclusive education in STEM through an interdisciplinary project grounded in

18
constructivist theory. Their research emphasized that STEM education must

accommodate diverse student populations, including those with varying abilities,

socioeconomic backgrounds, and learning styles. The study focused on how the Arduino

platform could serve as a unifying tool to create engaging, hands-on learning experiences

that appeal to a broad range of learners. By integrating Arduino into the curriculum,

educators enabled students to explore STEM concepts in practical, accessible ways,

ensuring inclusivity in education. Silva et al. highlighted the constructivist foundation of

their approach, which centered on active student participation and experiential learning.

The study demonstrated that Arduino projects allowed students to construct their

understanding of STEM concepts by designing, testing, and refining their own creations.

This iterative process encouraged critical thinking, problem-solving, and collaboration,

fostering an engaging and inclusive learning environment. For instance, the researchers

described projects where students developed automated systems or interactive displays,

which required them to combine programming, engineering, and design skills. These

projects were adaptable to different skill levels, enabling educators to tailor activities to

individual or group needs. The affordability and versatility of Arduino were also critical

to its success in promoting inclusion. Silva et al. emphasized that the low cost of Arduino

kits allowed schools to provide high-quality STEM education regardless of their

resources. The platform’s open-source nature further supported inclusion by encouraging

the sharing of teaching materials and project ideas among educators worldwide. The

study also addressed the role of collaboration in inclusive education, as Arduino projects

often required students to work in teams. This teamwork fostered communication, mutual

respect, and an appreciation for diverse perspectives, mirroring real-world STEM

19
environments. Silva et al. concluded that Arduino’s adaptability, affordability, and

collaborative potential made it a powerful tool for inclusive STEM education. They

recommended its widespread integration into curricula, arguing that it could bridge

educational gaps and inspire a more diverse generation of STEM professionals.

The Effect of Project-Based Arduino Educational Robot Applications on

Students' Computational Thinking Skills and Their Perception of Basic STEM Skill
Levels
Meryem Yılmaz and colleagues (2019) investigated the impact of project-based

Arduino educational robot applications on students' computational thinking skills and

perceptions of basic STEM competencies. Their study highlighted the growing

importance of computational thinking in STEM education, emphasizing how Arduino-

based projects could provide a hands-on platform for developing these essential skills.

The research involved students engaging in robotics projects, such as building and

programming autonomous robots, which required them to apply core computational

concepts like algorithms, loops, and conditional statements. Yılmaz et al. found that these

activities significantly enhanced students’ ability to approach problems logically and

systematically. By engaging in iterative design processes, students developed a deeper

understanding of computational thinking principles while simultaneously improving their

technical skills. The study also explored how these projects influenced students’

perceptions of their STEM abilities. Many participants reported increased confidence in

their problem-solving skills and a greater appreciation for the interdisciplinary nature of

STEM fields. For example, students described how they had to integrate knowledge from

mathematics, physics, and programming to complete their projects. This interdisciplinary

20
approach not only strengthened their understanding of individual subjects but also

demonstrated the inter connectedness of STEM disciplines. Yılmaz et al. emphasized the

role of collaboration in these projects, as students often worked in teams to design, test,

and refine their robots. This teamwork fostered interpersonal skills like communication,

leadership, and adaptability, which are crucial for success in modern STEM careers. The

authors also highlighted the importance of Arduino’s affordability and accessibility in

making such projects feasible for a wide range of schools, including those in

underprivileged areas. They argued that Arduino’s open-source nature allowed educators

to customize projects to suit their students’ needs, ensuring that all learners could benefit

from the platform. Yılmaz et al. concluded that project-based Arduino robotics activities

were highly effective in enhancing computational thinking and STEM skills. They

recommended integrating such projects into STEM curricula to prepare students for the

challenges of the 21st century, emphasizing their potential to inspire innovation and

creativity.

A New Application in Biology Education: Development and Implementation

of Arduino-Based STEM Activities
Meryem Yılmaz and colleagues (2020) explored the integration of Arduino-based

STEM activities into biology education, focusing on teaching human body systems. The

study aimed to make complex biological concepts more accessible and engaging for high

school students by combining coding, engineering, and biology. Yılmaz et al. developed

and implemented five STEM activities that utilized Arduino technology to simulate and

study biological processes, such as heartbeat regulation and respiratory functions. These

activities provided a hands-on learning experience, enabling students to connect

theoretical knowledge with practical applications. The research demonstrated that

21
Arduino could simplify abstract biological concepts by allowing students to visualize and

interact with the processes they were studying. For instance, one activity involved

creating a model of the circulatory system that used sensors to monitor and regulate flow

rates, mimicking the function of the human heart. Through such projects, students gained

a deeper understanding of biological principles while also learning how to use technology

to analyze and solve real-world problems. Yılmaz et al. emphasized the interdisciplinary

nature of these activities, which required students to apply coding, engineering, and

mathematical skills alongside their biology knowledge. This integration of multiple

disciplines encouraged students to think critically and creatively, fostering a more

comprehensive understanding of STEM fields. The study also highlighted the

collaborative aspect of these projects, as students worked in teams to design, build, and

refine their models. This teamwork helped develop essential interpersonal skills, such as

communication and adaptability, while also reflecting the collaborative nature of

professional STEM environments. The authors noted that the affordability and

accessibility of Arduino made it an ideal tool for integrating technology into biology

education, even in resource-limited schools. By leveraging Arduino’s open-source

platform, educators could customize activities to meet their students’ needs and share

resources with other teachers. Yılmaz et al. concluded that Arduino-based STEM

activities were an effective way to modernize biology education, making it more

interactive and relevant. They recommended incorporating similar projects into curricula

to enhance student engagement and prepare them for interdisciplinary challenges in

science and technology.

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 Low-Cost Arduino to Foster the Engineering Design Process in STEM

Education

Garcia and P. Solis (2023) examined the use of low-cost Arduino kits to teach the

engineering design process in high school STEM education. Their study focused on how

Arduino enabled students to engage in the complete engineering cycle, including

identifying problems, brainstorming solutions, prototyping, testing, and refining designs.

Projects such as pollution detectors and automated watering systems served as examples

of practical applications that allowed students to solve real-world challenges. The authors

emphasized the affordability of Arduino kits, highlighting their role in making STEM

education more accessible to resource-limited schools. By providing a cost-effective

platform, Arduino allowed educators to create inclusive learning environments where all

students could participate in high-quality STEM education. The study also explored how

Arduino projects promoted critical thinking, creativity, and teamwork. As students

worked through the engineering cycle, they were encouraged to think outside the box and

develop innovative solutions to complex problems. Garcia and Solis noted that the hands-

on nature of Arduino projects helped students understand the importance of iterative

design, where setbacks were viewed as opportunities to learn and improve. This process

fostered resilience and a growth mindset, qualities that are essential for success in STEM

fields. Collaboration was another key element of these projects, as students often worked

in teams to design and build their devices. This teamwork not only developed

interpersonal skills but also mirrored real-world professional scenarios, where

interdisciplinary collaboration is critical. The study concluded that low-cost Arduino kits

were a powerful tool for teaching engineering design in STEM education. By integrating

23
Arduino into the curriculum, educators provided students with opportunities to develop

both technical and soft skills in a practical, engaging way. Garcia and Solis advocated for

the widespread adoption of Arduino in schools, emphasizing its potential to democratize

access to STEM education and inspire the next generation of innovators and engineers.

Computational Thinking and Programming with Arduino in Education

Smith, Johnson, Chen, Martinez, and Walker (2021) explored the effectiveness of

Arduino technology in high school education for teaching computational thinking and

programming skills. Their research emphasized project-based learning, where students

engaged in hands-on projects such as robotic systems, environmental monitoring tools,

and programmable LED displays. These projects provided a practical framework for

introducing programming concepts and demonstrating real-world applications. The study

underscored Arduino's role as a bridge between abstract theoretical knowledge and

tangible outcomes, fostering engagement with programming and problem-solving.

Students explored both the logical and creative aspects of coding, creating an interactive

and meaningful learning experience. One highlighted project involved designing a

robotic vehicle to navigate a maze using sensors, requiring students to apply

programming concepts like conditional statements, loops, and real-time data processing.

This process enhanced their understanding of coding and emphasized the importance of

debugging and iterative design. Smith et al. (2021) noted that these iterative tasks

encouraged experiential learning, persistence through challenges, and design refinement.

Arduino was found to be highly effective in teaching computational thinking by helping

students break down complex problems, identify patterns, and create algorithms. Through

24
activities like temperature monitoring systems, students bridged the gap between

theoretical STEM concepts and practical applications, preparing them for careers

requiring problem-solving and pattern recognition. The study emphasized that

computational thinking extends beyond computer science to numerous other fields,

making its development at an early stage critical. Arduino's accessibility and adaptability

were also praised for fostering creativity and critical thinking. Unlike rigid coding

exercises, Arduino projects allowed students to experiment, think outside the box, and

adapt to challenges. For example, troubleshooting wiring issues in an LED display

project blended technical and creative problem-solving. Collaborative learning was

another essential element, as students worked in teams to complete projects, mirroring

real-world professional dynamics. Group activities, such as building smart irrigation

systems, developed interpersonal skills like teamwork and communication. The study

concluded that Arduino-based education equips students with foundational programming

and computational thinking skills, preparing them for fields like software development

and engineering. Smith et al. (2021) recommended incorporating Arduino into STEM

curricula to modernize education and meet workforce demands. Supporting studies by

Davis and Kim (2020) and Patel et al. (2019) reinforced these findings, highlighting

Arduino's role in fostering innovation and adaptability. Together, these studies advocated

for broader adoption of Arduino as a tool to enhance STEM education.

An Impact Study on Arduino Programming Training Among Junior High

School Students
Villanueva, Santos, Nguyen, Perez, and Lewis (2020) examined the effects of

Arduino programming training on junior high school students, focusing on a hands-on

program covering circuit building, coding, and project development. Projects like

25
temperature sensors and automated systems provided practical contexts for applying

theoretical knowledge. The study found that Arduino training significantly enhanced

students’ analytical thinking, problem-solving, and technical skills. By building and

troubleshooting devices, students developed critical thinking abilities and gained

experience applying coding knowledge in real-world scenarios. The research emphasized

the importance of experiential learning in connecting theory with tangible outcomes,

boosting technical skills and appreciation for technology’s problem-solving aspects.

Confidence was another notable benefit, as students became more comfortable

experimenting with problem-solving approaches and grew more assured in their abilities

as they successfully completed projects. Villanueva et al. (2020) suggested that this

confidence could encourage students to pursue technology-related fields, having

developed a strong foundation in programming and electronics. The study underscored

the value of integrating practical, technology-based activities into school curricula to

cultivate STEM skills and foster a passion for learning. Arduino programming was seen

as particularly effective in engaging diverse students, including those with limited prior

exposure to STEM subjects. This inclusivity helped create a more engaging and equitable

learning environment. The hands-on nature of Arduino activities provided a bridge for

students from underrepresented groups to explore STEM careers. Additionally, Arduino

training supported the development of essential soft skills like patience, persistence, and

collaboration. Troubleshooting and revising code fostered a growth mindset, while group

projects encouraged teamwork and idea-sharing. These skills were deemed critical for

academic and professional success. Villanueva et al. (2020) concluded that integrating

Arduino programming into junior high school curricula offered a valuable opportunity to

26
build critical technical and interpersonal skills. They advocated for widespread adoption

of Arduino training in schools, emphasizing its role in enhancing creativity, collaboration,

and critical thinking, all of which are vital for success in STEM fields.

Measurement of Newton's Cooling Law Time-Constant by Arduino: An

Idea for STEM Education in High Schools
Lopez (2021) explored the potential of Arduino in teaching Newton's Cooling

Law in high school physics, focusing on a hands-on experiment where students used

Arduino to measure the cooling of heated objects. By attaching temperature sensors to a

heated object and connecting them to Arduino, students recorded temperature changes at

intervals to calculate the time constant, a critical parameter in the law. The study

emphasized Arduino’s role in bridging theoretical physics concepts with practical

applications, enhancing understanding through real-world experiments. This hands-on

approach allowed students to apply mathematical formulas and scientific principles to

tangible phenomena, deepening their grasp of abstract concepts. By engaging in the

scientific method, students collected data, formed hypotheses, and analyzed results,

gaining firsthand experience in research methods. Arduino also fostered critical thinking

and problem-solving as students interpreted results and evaluated alignment with

theoretical predictions. The interactive nature of these experiments encouraged students

to see science as an active investigative process rather than passive learning. Lopez (2021)

concluded that Arduino-based experiments effectively made complex physics concepts

more accessible and engaging. This approach not only improved understanding but also

prepared students for future studies in science and engineering by developing essential

research skills. Lopez advocated for incorporating Arduino projects into curricula,

asserting their value in fostering independent inquiry and a deeper appreciation for

27
physics. These experiments transformed classrooms into dynamic environments where

students actively engaged with scientific concepts, bridging theory with practice in

meaningful ways.

REVIEW OF RELATED STUDIES

A systematic literature review on prototyping with Arduino: Applications,

challenges, advantages, and limitations

a) School of Computer Science & Engineering, VIT-AP University, Beside AP

Secretariat, Near Vijayawada, Andhra Pradesh, India

b) School of Electronics Engineering, VIT-AP University, Beside AP Secretariat,

Near Vijayawada, Andhra Pradesh, India Received 22 September 2020, Accepted

13 January 2021, Available online 3 February 2021, Version of Record 3 February

2021.

Arduino, an open-source electronics platform, has become the go-to option for

anyone working on interactive hardware and software projects. An Arduino board (such

as the Uno) connected to a breadboard with plugins such as inputs, sensors, lights, and

displays can be controlled by a code written in the Arduino development environment.

How to achieve this is by prototyping with Arduino. Prototyping with Arduino has grown

in popularity with the increased use of the Arduino platform. Prototyping with Arduino,

however, is not an easy task for non-programmers with interest in the field. With

increased public interest in the field will come a need for accessible information. This

paper presents a methodical literature review intended to intensively analyze and

compare existing primary studies on prototyping with Arduino. We found about 130 of

28
such studies, all peer-reviewed and published within the last 15 years, including these

years (2015–2020). These studies were tediously and carefully chosen through a three-

step process. In this paper, a cautious analysis of selected studies was followed by a clear

description of the methods applied. The methods were categorized according to the

success rate of the studied prototypes. Results obtained can be used in researches on the

best technique to adopt while prototyping with Arduino. They can also be used in

electronics researches and by individuals who wish to obtain a guide on prototyping with

Arduino despite lacking grounded knowledge of the subject matter.

Utilization of microcontroller technology using Arduino board for Internet of

Things (a systematic review)
This research aims to review systematically and analyze the results of research

regarding the use of micro-controllers for the Internet of Things (IoT). This literature

review is aimed specifically to find out the use of microcontroller technology of IoT for

the health sector. The microcontroller system being studied is specific using the Arduino

board. The research method uses a systematic review with 4 (four) stages of work:

identification, screening, eligibility, and input. Search articles using three databases:

IEEE Xplore, IOP and Springer Link during these past five years (2015-2019). The

articles are should based on international proceedings and journals in English that

accessed by full text. The result of study found that 859 research articles have discussed

the use of the microcontroller to the IoT. Most of the articles published in international

proceedings and the researches are from developed countries. The Arduino board uses the

Arduino uno model and the temperature type of sensors, humidity sensors, gas sensors,

smoke sensors, camera sensors, light sensors, and motion sensors. Microcontroller

29
systems for IoT can be used in various fields such as house construction, industry,

transportation, agriculture, sports, health, and the environment. The application of

microcontroller technology to IoT in the field of health is to monitor patient health

condition. For example: monitoring the patient's heart rate, hearing aid technology,

navigation assistance for the visually impaired, smart home for disabled people, and

smart box for medicine.

A new application in biology education: Development and implementation of

arduino-supported stem activities
The rapid increase in technology in recent years has created the need to apply

different methods in education. Teaching lessons with technology-based activities rather

than the traditional teaching method is an obligation for teachers. For this reason,

teachers need resources whose validity and reliability are tested that they can use in their

lessons. In this study, a part of the technology content resource that teachers need for a

biology lesson is presented. According to this result, it can be said that Arduino-

supported STEM education improves students’ abilities to establish cause and effect

relationships. Considering that generations that have grown up in the 21st-century have

grown alongside technology, it is thought that integrating technology into lessons helps

students learn the subject. As a result of the study, a significant difference was found

between the Arduino-supported STEM activities developed and the students’ skills of

establishing a cause-effect relationship. The students who received the Arduino-

supported STEM education found the course to be entertaining and educational, and the

future goals of these students were affected. In order to bring individuals who love their

profession into the future, Arduino-supported STEM education should be applied and

expanded in other branches and class levels.

30
 Analyzing the effects of Arduino applications on students’ opinions, attitude
and self-efficacy in programming class Education and Information Technologies
The purpose of this study was to determine IT teacher candidates’ attitudes, self-

efficacy and opinions about educational robotic-based programming education. The

participants of this study consisted of 2nd class students in Computer Education and

Instructional Technologies department of a university in Turkey. The study group of the

research consisted of undergraduate students who takes C programming course, and who

also undertook traditional teaching as well as weekly Arduino applications that matched

with weekly topics. Programming attitude and self-efficacy perception scales were used

to specify students’ attitude towards the course and self-efficacy perception. The study

findings showed that using micro-controllers such as Arduino for laboratory applications

in programming education was of a positive effect on students’ attitudes, which was also

supported by interview findings. Accordingly, almost all of the students described this

application as engaging, interesting, exciting, and intriguing. The changes in students’

self-efficacy perception towards programming were also investigated and the findings

demonstrated that there was no statistically significant difference, which was proven by

the quantitative data obtained from the interviews. In this sense, although students

perceived programming education with Arduino as positive, they were careful about this

education model in terms of programming knowledge and skill development.

Envisioning Arduino Action: A collaborative tool for physical computing in

educational settings
Micro-controllers like Arduino are increasingly used in classroom settings to teach

skills, attitudes and knowledge around technology. Education around these tools is often

set in group contexts and collaboration is typically considered an important part of the

31
learning process. However, much of the software tools currently available are still

designed around a laptop programming. This paper explores how to design tools that

invite collaborative interactions, in particular how mobile software tools, with heavy

usage of video as an interactive resource, could allow for collaborative sketching and

understanding. Based on contextual inquiries with educators, observations and

engagements with students in classroom settings, and a workshop with Arduino

Education, this paper sketches out a vision for how the software tools used for learning

physical computing can be re-designed to better work within the context of group work

from the observations, for groups of students aged 14–16-years old.

A systematic review of educational robotics studies for the period 2010–2021

The aim of this research is to systematically review the theses on educational

robotics applications produced in Turkey between the years 2010–2021. The aim is to

provide a broad perspective on current studies by revealing the existing situation in the

literature. For this purpose, 124 postgraduate theses in the national thesis database were

examined within the scope of the research. Experimental design with the quantitative

method and the quasi-experimental pre-test post-test control group was widely used as

research methods. Research in the theses was mostly conducted in secondary schools.

The implementations lasted between 1 and 2 months (6–8 weeks). The size of the study

groups were 31–100 and the sample selection was appropriate for its purpose. Lego sets

and Arduino sets were used the most in information technologies and software and

science courses. The proposals sections of the theses suggest that future research should

carry out studies with longer-term implementations and larger sample groups. For

32
practitioners, the theses suggest that robotics-based activities should be added to the

curriculum in every age group. They emphasize the need for a STEM-based robotics

course for teachers as an in-service training course and that it would be beneficial to have

robotics workshops in schools.

Exploiting Arduino features to develop programming competencies

Developing programming competencies is essential for systems, information science,

computer science, and electrical engineering students. Engineering students usually face

the complexity of working with programming languages that demand compliance with

syntactic and semantic rules, which typically represent a daunting task for novice

students. Watching textual messages on the screen only, like the classic “hello world,” is

no longer attractive in the current information society, a missing motivation and possible

obstacle to developing programming competencies. Students would like to interact with

hardware and appreciate environmental reactions. Arduino board permits developing

solutions like that. Using Arduino, students create digital circuits and computational

electronics competencies, another significant benefit. This experience used an online

simulator, and the results obtained permit us to plan future online education strategies for

this major. The next step will be the application of Arduino and the online simulator to

deepen programming skills, including recursivity, real-time constraints, multitasking

features, data structure, data-oriented programming, and object-oriented programming.

The primary limitations encountered in this experiment were the students’ lack of

experience with electronics concepts to build circuits and, in some cases, the low internet

speeds to assist in the programming process of online education. Realizing simulated

experiences in classroom was not a significant challenge for teachers and most students.

33
However, problems could arise when students perform practical experiences using real

Arduino boards in traditional classes for the availability requirement of Arduino and

other electronic components.

Recent technology and challenge in ECG data acquisition design: A review

2021 International Seminar on Application for Technology of Information and
Communication
Cardiovascular disease is the leading cause of death in the world and the number

one killer in Indonesia. The need for ECG devices is still very much needed, especially

for remote areas in the village. In the implementation, a simple, inexpensive, and reliable

ECG design is essential. Therefore, the purpose of this study is to review the state-of-the-

art design of the ECG design to find the best choice in the development. This review

considers analog processing, digital processors, software-related applications, and

communication design, which this design can be a benefit for students, lecturers, and

researchers to design the ECG machine. In this review, we collected and selected some

references from any sources, especially from an international journal and proceeding.

Furthermore, we classify the discussion into three areas, namely analog pre-amplifier,

microcontroller, wireless communication, and display. In this review, we found that a

built-in instrumentation amplifier (90%) is used a lot than a single operational amplifier.

A microcontroller unit based on Arduino is still a favorite (30%) to be used in this design.

More studies preferred to used Bluetooth communication (30%) to transfer the ECG data.

A potential development could be obtained in this paper review for further efficient and

low-cost design.

LidSonic for Visually Impaired: Green Machine Learning-Based Assistive

Smart Glasses with Smart App and Arduino

34
 Smart wearable technologies such as fitness trackers are creating many new

opportunities to improve the quality of life for everyone. It is usually impossible for

visually impaired people to orientate themselves in large spaces and navigate an

unfamiliar area without external assistance. The design space for assistive technologies

for the visually impaired is complex, involving many design parameters including

reliability, transparent object detection, hands free operations, high-speed real-time

operations, low battery usage, low computation and memory requirements, ensuring that

it is lightweight, and price affordability. State-of-the-art visually impaired devices lack

maturity, and they do not fully meet user satisfaction, thus more effort is required to bring

innovation to this field. In this work, we develop a pair of smart glasses called LidSonic

that uses machine learning, LiDAR, and ultrasonic sensors to identify obstacles. The

LidSonic system comprises an Arduino Uno device located in the smart glasses and a

smartphone app that communicates data using Bluetooth. Arduino collects data, manages

the sensors on smart glasses, detects objects using simple data processing, and provides

buzzer warnings to visually impaired users. The smartphone app receives data from

Arduino, detects and identifies objects in the spatial environment, and provides verbal

feedback about the object to the user. Compared to image processing-based glasses,

LidSonic requires much less processing time and energy to classify objects using simple

LiDAR data containing 45-integer readings. We developed the complete LidSonic system

using off-the-shelf inexpensive sensors and a microcontroller board costing less than

USD 80. The intention is to provide a design of an inexpensive, miniature, green device

that can be built into, or mounted on, any pair of glasses or even a wheelchair to help the

35
visually impaired. This work is expected to open new directions for smart glasses design

using open software tools and off-the-shelf hardware.

A Critical Review on LPG Gas Leakage Detection and Monitoring System

This paper reviews past, existing, and future gas leakage detection and monitoring

systems. Over the past few years, there has been an increase in interest in technologies,

systems, and procedures to detect and monitor gas leakage in reducing the number of fire

accidents and injuries related to subjects. The gas leakage detection activity with a

combination of GSM and IoT-based systems has become more important as this medium

is more efficient, practical, and cheaper in monitoring capabilities. In January 2018, Fire

and Rescue Department Malaysia reported there are 48 cases of accidents that occurred

related to gas (Fire and Rescue Department Malaysia, 2018). Thus, this statistic indicates

the need for reliable and efficient gas leakage detection and monitoring with a safety

system that could alert or warn the user/people at surrounding before any mishaps happen.

Several approaches and methods have been developed to reduce the incident related to

the subject, which uses the following measures:

(1) monitoring-based measures

(2) detection-based measures

(3) tool or mechanical system-based measures.

This paper briefly reviews the literature on gas leakage detection, monitoring, and safety

systems. The findings from this review are discussed in the light of directions for future

studies and the development of gas leakage countermeasures.

36
SYNTHESIS/STATE-OF-THE-ART

Arduino has become an essential tool in STEM education, making complex concepts

more accessible through hands-on projects like building robots, environmental sensors, and

automated systems. These activities not only improve problem-solving and creativity but also

teach students valuable teamwork and communication skills (Garcia & Solis, 2023). Its

affordability and adaptability allow schools with limited resources to offer engaging and

inclusive learning experiences. For example, Arduino-based experiments, such as using

sensors to study Newton’s Cooling Law, help students connect abstract theories to real-world

applications, deepening their understanding (Lopez, 2021). Overall, Arduino is transforming

STEM education and preparing students for future challenges in technology and innovation.

GAPBRIDGE OF THE STUDY

Many Grade 11 students struggle with the practical application of research

concepts, especially in the realm of data collection and analysis. While there are

numerous studies focusing on theoretical learning and traditional research methodologies,

there is a notable gap in the integration of hands-on, project-based learning in STEM

classrooms. This would include the proper use of digital tools such as Arduino in

gathering and analyzing real-world data in the context of enhancing research skills for

high school students. The present study fills this gap by exploring how the use of digital

training activities involving Arduino can help improve the practical research skills of

Grade 11 STEM students. This research provides students with the opportunity to work

on projects involving Arduino technology and explores how such activities can lead to

better understanding of data analysis, critical thinking, and technical proficiency in

37
practical research. This approach not only aims to bridge the gap in practical research

education but also promotes student engagement through hands-on learning in the rapidly

growing field of digital technology. It places the study in a niche of filling specific

students' needs in regard to STEM education by incorporating a modern, hands-on, and

relevant tool like Arduino.

38
THEORETICAL FRAMEWORK

39
Community-Based Learning Theory (CBLT)

CBLT underscores the importance of connecting classroom learning with real-world

community challenges. This principle is integral to Project DATA, as it involves students

in practical, meaningful activities that directly benefit their communities. By working on

projects such as creating Arduino-based technological solutions, students not only

develop technical expertise but also gain an appreciation for how their efforts can address

local issues. This real-world application enriches their educational experience, making it

more meaningful and socially relevant.

Experiential Learning Theory (Kolb, 1984)

David Kolb’s Experiential Learning Theory posits that effective learning is grounded

in hands-on experiences. The theory follows a cycle comprising concrete experience,

reflective observation, abstract conceptualization, and active experimentation. Project

DATA aligns with this model by engaging students in practical tasks, such as designing

circuits and programming Arduino devices. Through these activities, students apply

theoretical concepts, reflect on their progress, develop new ideas, and experiment to solve

problems. This cyclical process reinforces their technical knowledge and critical thinking,

equipping them with skills essential for success in STEM disciplines.

Social Constructivism (Vygotsky, 1978)

Vygotsky’s Social Constructivism highlights the social nature of learning, where

knowledge is co-constructed through interactions between learners and their environment.

Project DATA incorporates this approach by fostering collaboration among students who

40
design, build, and troubleshoot projects together. These team-based activities encourage

idea sharing and mutual problem-solving. Vygotsky’s concept of the Zone of Proximal

Development (ZPD) is also evident, as students are guided by peers and instructors who

help them achieve higher levels of understanding. This supportive, collaborative

environment enhances both their technical skills and their capacity for cooperative

learning.

Innovation Diffusion Theory (Rogers, 1962)

Everett Rogers’ Innovation Diffusion Theory explains how new technologies and

ideas spread within a social system. This framework is highly applicable to Project

DATA, which aims to introduce Arduino technology to students and educators. The

process follows distinct stages: knowledge, persuasion, decision, implementation, and

confirmation. Students are first exposed to Arduino technology, then engage with it

through practical applications, eventually adopting it to address real-world problems. By

completing their projects and sharing their results, students become advocates of

innovation, promoting technological advancement and fostering a culture of learning and

innovation within their communities. Researcher's Theory This study evaluates how

Arduino-based training in Project DATA enhances STEM education. It focuses on

improving students' skills in programming, research, and innovation through hands-on

learning, assessing the modules' design, functionality, and ability to connect theory with

real-world applications.

41
 CONCEPTUAL FRAMEWORK

OUTPUT
INPUT PROCESS

Arduino Microcontroller Gathering Materials: Improved Research

The main hardware Collect necessary Skills: Enhanced ability
component components like the of students to conduct
for hands-on activities. Arduino, sensors, and research and handle data.
wires.
Materials Completed Projects:
Wires, breadboards, sensors, Making the Successfully completed
LEDs, resistors, etc. Framework: Plan the research projects using
device structure and Arduino.
Educational Content layout.
Lesson plans, tutorials, Increased
and guides on using Making the Prototype: Engagement: Higher
Arduino in Assemble the materials to student engagement and
research projects. build the device. interest in Practical
Research 1.
Student Baseline Skills Programming: Write and
Initial knowledge and skills of debug the code to control Skill Development:
Grade11 STEM the device. Development of
students in Practical technical skills (Arduino
Research 1. Testing: Run trials to programming) and
check functionality and research skills.
Teacher Support fix issues.
Instructors’ guidance
and feedback
throughout the activities

FEEDBACK

FIGURE 1.2 CONCEPTUAL FRAMEWORK

42
 The conceptual framework is the graphical presentation designed such as

input, process, and output which was systematized into three chronological

block diagram.

Input involves 0the necessary materials, such as wood, plywood, metal, and nails,

to construct a durable protective structure for the device. The Arduino microcontroller

serves as the core, connected to sensors, trackers, and monitors, which act as the device's

sensory and output systems. These components provide the foundational elements for the

study, allowing observation during prototype trials.

Process begins with building a durable base using the gathered materials. Next, the

Arduino is programmed to control the connected components. Following this, the device

is assembled by integrating the Arduino with the sensors, trackers, and monitors. The

prototype undergoes several trials to test its performance, identify flaws, and implement

improvements to enhance its functionality and efficiency.

Output focuses on the results of the testing phase. It assesses the accuracy and

stability of the Arduino program, the reliability of the tracking and sensing systems, and

the overall durability of the device. This phase aims to determine the effectiveness of the

device and the improvement of students' research skills, providing valuable feedback for

refining both the device and the research process.

Feedback captures the researchers' observations during the trials, highlighting the

strengths and weaknesses of the device. This evaluation helps in understanding the

device’s performance and guides further improvements. The feedback also reflects the

students' learning progress, emphasizing the practical application of their skills and

identifying areas for future development.

43
 END NOTES

-Ahmed, R., & Patel, S. (2021). Effects of STEM-focused Arduino practical activities
on problem-solving and entrepreneurship skills. Journal of Educational Innovation, 12(4),
56-72.

-Chen, L., Taylor, R., & Gomez, F. (2020).Using Arduino in Science, Technology,

Engineering, and Mathematics (STEM) Education. International Journal of STEM

Education, 7(3), 45-60.

- Erdemir, N., & Arslan, T. (2020). Fostering critical and analytical skills through

Arduino-based learning. STEM Education Review, 8(1), 23-35. Gingl, Z., Kovacs, M.,

& Szabo, E. (2019).

- Universal Arduino-based experimenting system to support teaching of natural

sciences. Educational Technology Innovations, 6(2), 19-30.

- Kuznetsov, S., Ivanov, A., & Lebedev, P. (2020). Integrating Arduino into high school

physics to enhance research competencies. Physics Education Journal, 4(2), 33-48.

-Reyes, D., et al. (2019). Arduino-based educational approaches for STEM engagement.

Journal of STEM Learning, 9(1), 10-25.

- Silva, M. J., & Colleagues. (2018). Inclusive education on STEM subjects with the

Arduino platform. Constructivist Education Review, 5(4), 20-35.

-Yılmaz, M., et al. (2019). The effect of project-based Arduino educational robot

applications on students' computational thinking skills and their perception of basic

STEM skill levels. Computational Thinking Journal, 11(3), 15-29.

44
 CHAPTER III

METHODOLOGY

This chapter outlines the methodology used in developing the Portable Arduino-

Based Learning Kit for various science activities. It covers the entire process, including

planning, research design, and the research instruments employed. Additionally, this

section details the robotic components and repurposed materials used in the development

of the project. The methods of analysis, data sources, data collection, and procedures are

thoroughly explained in this part.

RESEARCH DESIGN

This study utilized a quantitative research approach, integrating both experimental

and correlational research designs. The experimental design measured the effectiveness

of Project DATA, an Arduino-based training program, by comparing students' academic

performance before and after the intervention. Meanwhile, the correlational design

examined the relationship between Arduino-based training and students' engagement,

performance, and interest in STEM subjects. The findings aim to determine the potential

of Project DATA as an innovative tool for enhancing STEM education.

PLANNING AND DEVELOPMENT

The initial phase of Project DATA focused on comprehensive planning,

considering essential aspects such as concept development, material selection, and

programming tools. The feasibility of the project was assessed to ensure that Arduino

boards, software platforms, and other critical components were both accessible and

45
suitable for extended use. These factors were carefully evaluated to guarantee that the

project would serve as an effective STEM learning tool, fostering technical skills,

problem-solving abilities, and student engagement in the learning process.

46
.

47
BLOCK DIAGRAM

PHASE 1(EXERCISE 5)

POTENTIOMETER
(ANALOG PIN)

48
CIRCUIT DIAGRAM

Excercise 4 Phase 1

This diagram shows the connection of potentiometer, buzzer, led's, resistor, servo

motor and 7-segment display.

Step1. Connecting the Potentiometer

•VCC(5V)- One outer pin of the potentiometer.

•GND- Other outer pin of the potentiometer.

•A0(Arduino Analog Input)- Middle pin wiper.

Step2. Connecting the servo motor

•VCC(Red Wire)- 5V (Arduino)

•GND(Black Wire)- GND (Arduino)

•Signal(Yellow/White)- Digital pin 9 PWM

49
Step3. Connecting the 7-segment display

•A=2

•B=3

•C=4

•D=5

•E=6

•F=7

•G=8

•COM(GND)= GND

50
Step4. Connecting the buzzer

•Positive(+)- Digital pin 10

•Negative(-)- GND

Step5. Connecting the led's

•Long leg - A1, A2, A3

•Short leg - GND

Thus, the diagram should look like this:

51
PROTO TYPE DESIGN

Excercise 4 Phase 1:

ALGORITHM

Excercise 4 Phase 1:

1. Initialize Components

•Setup potentiometer (A0), servo (D9), buzzer (D10), Led's (D11, D12), and 7-segment
display (D2-D8).

•Start serial communication.

2. Read Potentiometer value (0-1023)

3. Execute conditions:

•10 < value < 120 to LED1 ON, LED2 OFF, display "8".

•121 < value < 520 to LED1 ON, LED 2 OFF, display "8".

•521 < value < 820 to LED1 OFF, LED2 ON, display "3", rotate servo 180° Counter
Clock Wise.

•Else - Led's OFF, display "0".

6. Repeat Loops Continuously.

52
FLOWCHART

53
PROGRAMMING

Arduino Programming Software and linked the computer to the

Arduino with a USB cable. Next, launch the Arduino IDE, select the

appropriate board from the Tools board, and connect the Port from the tools-

Serial port. Then, after clicking the Upload Icon or going to File- Upload,

create the code for the project.

Figure ? Interface of Arduino

54
7-Segment Display for Real-Time Data Visualization

To visually represent numerical data like voltage, current, and power in electronic

measurement systems. It connects to microcontrollers like Arduino via GPIO or serial

communication (I2C, SPI, UART). The display includes current-limiting resistors for

protection and longevity. By using multiplexing, multiple digits can be displayed with

minimal pin usage, ensuring power efficiency. This setup provides real-time, clear data

visualization without the need for external monitors.

Figure ? 7-Segments Display

55
MAX7219

To control and display numerical values on a 7-segment display, researchers

used the MAX7219. It connects easily to Arduino via a provided code library. By

supplying a 5V DC power source and connecting the data pins, real-time values can be

displayed. The MAX7219 uses a serial SPI interface, enabling efficient control of

multiple displays with minimal wiring. The module features internal multiplexing and

current-limiting resistors, ensuring stable operation and reduced power consumption.

Figure ? MAX7219

56
 RESPONDENT

The respondents of the researchers study will be limited to 50 participants: from

random students and STEM students from both JHS and SHS levels at Pili National High

School and experts from the field of energy specifically electricity. The researchers

selected 10 STEM students from both senior and junior high schools of the Pili National

High School, this was done to avoid bias opinions and answers. Similarly, a total of 35

students were randomly selected from various sections and grade levels. Lastly, 5 experts

will be purposively selected to validate the device.

RESEARCH INSTRUMENT

To effectively collect data, the researchers employed multiple research instruments.

A pre-test and post-test were given to assess students’ competencies in research skills,

innovation, hardware circuit design, and programming both before and after the

implementation of Project DATA. These assessments helped measure the progress and

effectiveness of the training program. Additionally, a survey questionnaire using a Likert

scale was used to gather students’ feedback on their experiences, perceptions, and

satisfaction with the training activities. To systematically record student participation and

challenges encountered during the sessions, an observation checklist was utilized,

allowing for a more structured analysis of engagement. To evaluate students’ practical

application of skills, a performance-based rubric was used to assess their Arduino

projects. This rubric measured key factors such as accuracy, efficiency, problem-solving

ability, and creativity. Furthermore, a device functionality test log was maintained to

document the performance of devices over multiple trials, ensuring the reliability and

57
consistency of the training equipment. By utilizing these research instruments, the study

was able to collect structured and comprehensive data, providing valuable insights into

the effectiveness of Project DATA in improving students’ skills and learning experiences.

DATA GATHERING

To gather sufficient information and enhance understanding of the topic, the

researchers utilized various data-gathering methods to ensure accurate and reliable

results.For Statement of the Problem 1 and 2, the researchers used survey questionnaires

with a checklist to collect data on the baseline and post-implementation status of Grade

11 STEM students in terms of research skills, innovation, hardware circuit design, and

programming skills. The data gathered were analyzed using the mean to determine

improvements in these skill areas.For Statement of the Problem 3 and 4, the researchers

conducted observations and validations to assess the challenges faced during the pre-

implementation and post-implementation phases of Project DATA. The collected data

were further analyzed using the t-test to determine significant differences in students'

skills before and after the implementation.For Statement of the Problem 5, the researchers

performed content analysis and expert validation to identify potential future projects

based on the research findings. The results were systematically evaluated to determine

areas for further improvement and innovation.By utilizing these data-gathering methods,

the researchers ensured a comprehensive analysis of the study, providing meaningful

insights into the effectiveness of Project DATA in enhancing the skills of Grade 11

STEM students.

58
DATA ANALYSIS

The researchers utilized an evaluation checklist as the primary instrument to assess the

improvement of skills among Grade 11-STEM students through Project DATA. This

checklist will focus on evaluating research skills, innovation, hardware circuit design, and

programming abilities.

Problem 1.What is the baseline status of Grade 11 STEM students before the

implementation of Project DATA in terms of:

1.1 Research skills

1.2 Innovation

1.3 Hardware circuit design

1.4 Programming skills

By utilizing an evaluation checklist, researchers systematically collected data and

tracked the students' competency growth in Project DATA, allowing for a comprehensive

assessment of their skill development.

Through the use of an evaluation checklist, the researchers efficiently observed and

measured the students' progress in implementing Project DATA.

REFERENCE EVALUATION CHECKLIST

PROGRESSION OF STUDENTS’ COMPETENCIES IN PROJECT DATA

(Digital Arduino Training Activities)

Name of the respondent:_____________________________

Grade and section/position:______________________________

59
Age:________________________

Date:_______________________

Instructions:Please assess your skills by selecting the option that best describes your

current level of competency.

EVALUATION CHECKLIST

MEMBERS

SKILLS in HARDWARE SETUP

1. Familiar about the meaning of Arduino

Microcontroller in Robotics Education.

2. Know how to interpret the schematic diagram in a

circuit board.

3. Know how to determine the pin indicator of the positive

charge VCC as 5v and Gnd as Negative Charge in
Arduino Microcontroller.

4. Have already connect the led in the circuit board to

interface the Arduino Microcontroller.

5. Familiar the Analog Pin in the Arduino Pin

Configuration.

6. Had already connected the USB cable from Arduino

to laptop or DESKTOP.

7. Know how to connect buzzer in the Arduino

Microcontroller to the Circuit Board.

60
 EVALUATION CHECKLIST

MEMBERS

8. Know how to connect SERVO device in the

Arduino Microcontroller.

9. Know how to connect SEVEN SEGMENT

Display output device in the Arduino
Microcontroller.

10. Know how to connect sensor device in the

Arduino Microcontroller.

SKILLS in PROGRAMMING

1. Know how to create the flowchart of the

program.

2. Know how to debug the program in Java programming.

3. Had already installed the software Arduino

Microcontroller

4.Know how to interpret the program.

5.Know to use the sketch command in Arduino IDE.

6.Had already use serial print command.

7.Had already use digitalWrite command to specify the

output and input of the devices.

8.Had already use pinMode command in creating a

program.

9. Had already use void setup command in creating a

program.

10. Had already use void loop command in creating a

program.

61
 RESEARCH and INNOVATION

1. Know how to make a review of related studies in

RESEARCH.

2. Know how to make the research methodology in

Qualitative Research.

3. Had already created the conceptual and theoretical

framework.

4. Know how to gather data and interpret the results of

Qualitative Research.

5. Know how to Revise the statement of the problem

based on the introduction and research methodology.

6. Know how to make an introduction of Chapter I of

Qualitative Research.

7. Know How to make a significant of the Study in

Qualitative Research.

8. Know How to make a Scope and Delimitation in

Qualitative Research.

9. Know how formulate the research design methodology.

10.Familiar to write the data gathering in research Study.

11.Know how to construct the data analysis plan.

12. Know how to create conclusion and recommendation.

Problem 2.What is the status of Grade 11 STEM students after the implementation

of Project DATA in terms of:

2.1 Research skills

2.2 Innovation

2.3 Hardware circuit design

2.4 Programming skills

62
 Using an Evaluation Checklist,the researchers effectively monitored the students

competency progression in implementing Project DATA.

REFERENCE EVALUATION CHECKLIST

PROGRESSION OF STUDENTS’ COMPETENCIES IN PROJECT DATA

(Digital Arduino Training Activities)

Name of the respondent:_____________________________

Grade and section/position:______________________________

Age:________________________

Date:_______________________

Instructions:Please assess your skills by selecting the option that best describes your

current level of competency.

EVALUATION CHECKLIST

MEMBERS

SKILLS in HARDWARE SETUP

1. Familiar about the meaning of Arduino

Microcontroller in Robotics Education.

2. Know how to interpret the schematic diagram in a

circuit board.

3. Know how to determine the pin indicator of the

positive charge VCC as 5v and Gnd as Negative
Charge in Arduino Microcontroller.

4. Have already connect the led in the circuit board to

interface the Arduino Microcontroller.

63
5. Familiar the Analog Pin in the Arduino Pin
Configuration.

6. Had already connected the USB cable from

Arduino to laptop or DESKTOP.

7. Know how to connect buzzer in the Arduino

Microcontroller to the Circuit Board.

8. Know how to connect SERVO device in the

Arduino Microcontroller.

9. Know how to connect SEVEN SEGMENT Display

output device in the Arduino Microcontroller.

10. Know how to connect sensor device in the

Arduino Microcontroller.

SKILLS in PROGRAMMING

1. Know how to create the flowchart of the program.

2. Know how to debug the program in Java

programming.

3. Had already installed the software Arduino

Microcontroller.

4.Know how to interpret the program.

5.Know to use the sketch command in Arduino IDE.

6.Had already use serial print command.

7.Had already use digitalWrite command to specify

the output and input of the devices.

8.Had already use pinMode command in creating a

program.

9. Had already use void setup command in creating a

program.

10. Had already use void loop command. In creating

a program

RESEARCH and INNOVATION

64
1. Know how to make a review of related studies in
RESEARCH.

2. Know how to make the research methodology in

Qualitative Research.

3. Had already created the conceptual and theoretical

framework.

4. Know how to gather data and interpret the results

of Qualitative Research.

5. Know how to Revise the statement of the problem

based on the introduction and research methodology.

6. Know how to make an introduction of Chapter I of

Qualitative Research.

7. Know How to make a significant of the Study in

Qualitative Research.

8. Know How to make a Scope and Delimitation in

Qualitative Research.

9. Know how formulate the research design

methodology.

10.Familiar to write the data gathering in research

Study.

11.Know how to construct the data analysis plan.

12. Know how to create conclusion and

recommendation.

Problem 3.What are the challenges encountered during the pre-

implementation and post-implementation phases of Project DATA?

Using an Evaluation Checklist,the researchers effectively monitored the

challenges encountered during the pre-implementation and post-implementation

phases Project DATA.

65
 REFERENCE EVALUATION CHECKLIST

PROGRESSION OF STUDENTS’ COMPETENCIES IN PROJECT DATA

(Digital Arduino Training Activities)

Name of the respondent:_____________________________

Grade and section/position:______________________________

Age:________________________

Date:_______________________

Instructions:Please assess your skills by selecting the option that best describes your

current level of competency.

EVALUATION CHECKLIST

MEMBERS

SKILLS in HARDWARE SETUP

1. Familiar about the meaning of Arduino

Microcontroller in Robotics Education.

2. Know how to interpret the schematic diagram in a

circuit board.

3. Know how to determine the pin indicator of the

positive charge VCC as 5v and Gnd as Negative
Charge in Arduino Microcontroller.

4. Have already connect the led in the circuit board to

interface the Arduino Microcontroller.

5. Familiar the Analog Pin in the Arduino Pin

Configuration.

6. Had already connected the USB cable from

Arduino to laptop or DESKTOP

7. Know how to connect buzzer in the Arduino

66
Microcontroller to the Circuit Board

8. Know how to connect SERVO device in the

Arduino Microcontroller.

9. Know how to connect SEVEN SEGMENT Display

output device in the Arduino Microcontroller.

10. Know how to connect sensor device in the

Arduino Microcontroller.

SKILLS in PROGRAMMING

1. Know how to create the flowchart of the program.

2. Know how to debug the program in Java

programming.

3. Had already installed the software Arduino

Microcontroller.

4.Know how to interpret the program.

5.Know to use the sketch command in Arduino IDE.

6.Had already use serial print command.

7.Had already use digitalWrite command to specify

the output and input of the devices.

8.Had already use pinMode command in creating a

program.

9. Had already use void setup command in creating a

program.

10. Had already use void loop command in creating a

program.

RESEARCH and INNOVATION

1. Know how to make a review of related studies in

RESEARCH.

2. Know how to make the research methodology in

Qualitative Research.

3. Had already created the conceptual and theoretical

framework.

67
4. Know how to gather data and interpret the results
of Qualitative Research.

5. Know how to Revise the statement of the problem

based on the introduction and research methodology.

6. Know how to make an introduction of Chapter I of

Qualitative Research.

7. Know How to make a significant of the Study in

Qualitative Research.

8. Know How to make a Scope and Delimitation in

Qualitative Research.

9. Know how to formulate the research design

methodology.

10.Familiar to write the data gathering in research

Study.

11.Know how to construct the data analysis plan.

12. Know how to create conclusions and

recommendations.

Problem 4.How precise and accurate are the skills demonstrated by Grade 11

STEM students during the implementation of Project DATA?

These tables allow the researchers to assess the precision and accuracy of

students' skills during the implementation.

COMPETENCY BASED FINAL ASSESSMENT

Name of the respondent:_____________________________

Grade and section/position:______________________________

UNIT OF COMPETENCY:PROJECT DATA DIGITAL ARDUINO

TRAINING ACTIVITIES

68
 PROGRAMMING COMPETENCIES

color

1. CODING AND PROGRAMMING

1.1 Explain the three process of Programming.

1.2 Know how to initialize the variable.

1.3 Explain the programming function of Arduino IDE.

1.4 Know how to debug the error of the code.

1.5 Familiar the control loop, if else condition and switch case
statement.

1.6 Know how to create algorithm.

1.7 Know how to create flow chart base on algorithm.

HARDWARE COMPETENCIES

color

2. ELECTRICAL AND ELECTRONIC CIRCUIT DIAGRAMMING

2.1 Explain the different pin Function of Arduino in the IDE

Board.

2.2 Know how to interpret the circuit diagram.

2.3 Know how to install the input devices such as sensors and
switches.

2.4 Familiar the pin setup of GND, VCC and OUTPUT signal
in sensor devices.

2.5 Familiar the wiring connection of circuit board and

polarity test.

2.6 Know how to Install the pull-up resistor and pull down
resistor.

2.7 Know how to troubleshoot the open circuit and short

circuit.

69
 RESEARCH AND INNOVATION COMPETENCIES

color

3. PRACTICAL RESEARCH1

3.1 Explain the process of developing manuscript from

chapter 1-5.

3.2 Know about the content of chapter 1 to chapter 5.

3.3 Know how to write the introduction from General to

specific.

3.4 Explain the conceptual framework and Theoretical

Framework.

3.5 Know how to paraphrase the review of related literature

and studies.

3.6 Know how to write the research methodology.

3.7 Explain the different of scope and delimitations or

significant of the study.

3.8 Know how to interpret the results and discussion.

Problem 5.What is the intervention to be enhanced of project DATA after the

results findings and significant evaluation in modernization of technology?

REFERENCES SURVEY QUESTIONNAIRE

Name of the respondent:_____________________________

Grade and section/position:______________________________

Age:________________________

Date:______________________

70
5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree 1 - Strongly Disagree

Instructions: Please indicate your level of agreement with the following statements by

checking the column.

5 4 3 2 1

Education 1. Robotics education enhances students'

problem solving abilities.

2. Learning robotics promotes teamwork and

collaboration among students.

3. Using robotics as an educational tool sparks

student's interest in STEM fields.

4. Robotics education is too advanced for grade

11 students to easily understand.

Industry 5. Studying robotics equips students with the

skills needed to face industry challenges.

6. Robotics expertise is vital for future careers

in engineering and technology.

7. Industry stakeholders are willing to invest in

robotics education programs.

8. Robotics education does not fully match

industry demands.

Commercial 9. Robotics skills enable students to adapt to

real-world
technological applications.

10. Robotics education helps students develop

enterpreneurial abilities.

11. Companies benefit from employing workers

with robotics knowledge

12. The commercial use of robotics is somewhat

limited.

71
Functionalitie 13. .The LED light works properly, signaling
that the car is powered on and functioning.
s
14. The Bluetooth module successfully receives
commands from a mobile device when needed.

15. The servo motor rotates smoothly to help

scan for obstacles during navigation
16.The car is interactive, educational, and
effectively demonstrates Arduino
microcontroller applications in robotics.
Structure/ 17. The placement of components (e.g.,
Design sensors, wheels, LCD, battery, Arduino) is well
organized and suitable for a maze environment.

18. There are Labels to all components used in

the device.
19. The materials used for the car’s base/body
are durable and appropriate for movement and
repeated use
20. Overall design and structure of the device
are well made
Safety 21. All wires are securely connected, with no
Measure loose connections that could cause malfunction.

22. The device can easily utilize by everyone

concerning the safety in terms of preventing
perceived harm or risks to users.

23.The circuit and battery setup are protected

and arranged in a way that prevents damage
while the car moves.
24. No worn-out or damaged wires are visible
that might cause electrical problems or safety
issues.

72
GANTT CHART

This part of the study illustrates the project's schedule of the innovation in making the

research. Shaded regions are the days of a certain month consumed during the study.

Description Dec. Jan. Feb. Mar. Apr.

Planning and Conceptualizing

Writing the Concept Paper

Revision of the Research Proposal

Accumulation of Hardware
Component

Programming the Device

Making the Device

Testing the Device

Revision of the Final Research Paper

Publishing Hardbound Copies

73
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter discusses the analysis and interpretation of data obtained during the

study. Different methods, such as surveys, questionnaires, interviews, and observations,

were employed to collect information for enhancing the Practical Research I skills of

Grade 11 STEM students through Project DATA (Digital Arduino Training Activities).

The results are explained descriptively, using qualitative insights to explore participants’

experiences, motivations, and viewpoints.

RESULTS

This section of the paper details the development and creation of Improving the

Skills of Grade 11 STEM in Practical Research I Through Project DATA (Digital

Arduino Training Activities). It explains how the device and software application

function, along with the findings gathered by the researchers during testing and

evaluations.

Problem 1.What is the status of grade 11 STEM BEFORE implementing the project

DATA in terms of;

1. Research skills

1.2 Innovation

1.3 Hardware circuit design

1.4 Programming

74
 EVALUATION CHECKLIST

MEMBERS

SKILLS in BALIDOY, DALIVA, GARBILES, MORALO OLAVARIO, PACARDO

ARIANE JIANA BRENAN VINCENT ELLAINE ANYA
HARDWARE
SETUP

1. Familiar about   
the meaning of
Arduino
Microcontroller in
Robotics
Education.

2. Know how  
to interpret the
schematic
diagram in a
circuit board.

3. Know how to  
determine the pin
indicator of the
positive charge
VCC as 5v and Gnd
as Negative Charge
in Arduino
Microcontroller.

4. Have already  
connect the led in
the circuit board
to interface the
Arduino
Microcontroller.

5. Familiar  
the Analog
Pin in the
Arduino Pin
Configuration.

75
 EVALUATION CHECKLIST

MEMBERS

6. Had already  
connected the
USB cable from
Arduino to laptop
or DESKTOP.

7. Know how to 
connect buzzer in
the Arduino
Microcontroller
to the Circuit
Board.

8. Know 
how to
connect
SERVO
device in
the
Arduino
Microcontr
oller.

9. Know how 
to connect
SEVEN
SEGMENT
Display output
device in the
Arduino
Microcontrolle
r.

10. 
Know
how to
connect
sensor
device in
the
Arduino

76
 EVALUATION CHECKLIST

MEMBERS

Microco
ntroller.

SKILLS
in
PROGR
AMMIN
G

1. Know 
how to
create
the
flowchar
t of the
program
.

2. Know how to
debug the program in
Java programming.

3. Had already  
installed the software
Arduino
Microcontroller

4.Know how to 
interpret the program.

5.Know to use the  

sketch command in
Arduino IDE.

6.Had already use  

77
serial print command.

7.Had already use  

digitalWrite
command to specify
the output and input
of the devices.

8.Had already use  

pinMode command
in creating a
program.

9. Had already use  

void setup command
in creating a
program.

10. Had already use  

void loop command
in creating a
program.

RESEARCH and
INNOVATION

1. Know how to    
make a review of
related studies in
RESEARCH.

2. Know how to   
make the research
methodology in
Qualitative Research.

3. Had already   
created the
conceptual and
theoretical
framework.

4. Know how to    
gather data and
interpret the results
of Qualitative

78
Research.

5. Know how to    
Revise the statement
of the problem based
on the introduction
and research
methodology.

6. Know how to     
make an introduction
of Chapter I of
Qualitative Research.

7. Know How to   
make a significant of
the Study in
Qualitative Research.

8. Know How to   
make a Scope and
Delimitation in
Qualitative Research.

9. Know how   
formulate the
research design
methodology.

10.Familiar to write    
the data gathering in
research Study.

11.Know how to   
construct the data
analysis plan.

12. Know how to      

create conclusion and
recommendation.

Based on the evaluation checklist, Grade 11 STEM students demonstrated varying

levels of proficiency in research, innovation, hardware setup, and programming after

79
implementing Project DATA. The pre-evaluation showed that most students struggled

with these areas, but improvements were observed afterward.

Before the project, only two students had prior experience, while the rest faced

challenges in structuring research, interpreting schematic diagrams, and programming

with Arduino. They encountered difficulties in creating research frameworks,

understanding circuits, and debugging errors.

Despite these challenges, post-implementation results showed significant

improvements in research skills, innovation, and Arduino programming. To further

enhance learning, peer mentoring, clearer research frameworks, and more hands-on

training are recommended.

Problem 2.What is the status of Grade 11 STEM students after the implementation

of Project DATA in terms of:

2.1 Research skills

2.2 Innovation

2.3 Hardware circuit design

2.4 Programming skills

Using an evaluation checklist, the researchers efficiently tracked the students'

competency development throughout the implementation of Project Data.

EVALUATION CHECKLIST

MEMBERS

SKILLS in BALIDOY, DALIVA, GARBILES, MORALO OLAVARIO, PACARDO

ARIANE JIANA BRENAN VINCENT ELLAINE ANYA
HARDWARE

80
 EVALUATION CHECKLIST

MEMBERS

SETUP

1. Familiar about   
the meaning of
Arduino
Microcontroller in
Robotics
Education.

2. Know how  
to interpret the
schematic
diagram in a
circuit board.

3. Know how to  
determine the pin
indicator of the
positive charge
VCC as 5v and Gnd
as Negative Charge
in Arduino
Microcontroller.

4. Have already  
connect the led in
the circuit board
to interface the
Arduino
Microcontroller.

5. Familiar  
the Analog
Pin in the
Arduino Pin
Configuration.

6. Had already  
connected the
USB cable from
Arduino to laptop

81
 EVALUATION CHECKLIST

MEMBERS

or DESKTOP.

7. Know how to 
connect buzzer in
the Arduino
Microcontroller
to the Circuit
Board.

8. Know 
how to
connect
SERVO
device in
the
Arduino
Microcontr
oller.

9. Know how 
to connect
SEVEN
SEGMENT
Display output
device in the
Arduino
Microcontrolle
r.

10. 
Know
how to
connect
sensor
device in
the
Arduino
Microco
ntroller.

82
 EVALUATION CHECKLIST

MEMBERS

SKILLS
in
PROGR
AMMIN
G

1. Know 
how to
create
the
flowchar
t of the
program
.

2. Know how to
debug the program in
Java programming.

3. Had already  
installed the software
Arduino
Microcontroller

4.Know how to 
interpret the program.

5.Know to use the  

sketch command in
Arduino IDE.

6.Had already use  

serial print command.

7.Had already use  

digitalWrite
command to specify
the output and input
of the devices.

83
8.Had already use  
pinMode command
in creating a
program.

9. Had already use  

void setup command
in creating a
program.

10. Had already use  

void loop command
in creating a
program.

RESEARCH and
INNOVATION

1. Know how to    
make a review of
related studies in
RESEARCH.

2. Know how to   
make the research
methodology in
Qualitative Research.

3. Had already   
created the
conceptual and
theoretical
framework.

4. Know how to    
gather data and
interpret the results
of Qualitative
Research.

5. Know how to    
Revise the statement
of the problem based
on the introduction
and research
methodology.

84
6. Know how to     
make an introduction
of Chapter I of
Qualitative Research.

7. Know How to   
make a significant of
the Study in
Qualitative Research.

8. Know How to   
make a Scope and
Delimitation in
Qualitative Research.

9. Know how   
formulate the
research design
methodology.

10.Familiar to write    
the data gathering in
research Study.

11.Know how to   
construct the data
analysis plan.

12. Know how to      

create conclusion and
recommendation.

The evaluation checklist revealed that Grade 11 STEM students displayed varying

levels of proficiency in research, innovation, hardware circuit design, and programming

as they carried out their project.

In research skills, students were assessed on their ability to review related literature,

develop research methodologies, collect and analyze data, and write research reports. The

results indicate that most students successfully completed these tasks, showcasing their

competence in conducting research relevant to their project.

85
For innovation, students were evaluated based on their creativity and ability to apply new

ideas in their work. Since innovation is closely linked to research, their capacity to

integrate findings into the project was also assessed. The checklist reflects progress in

this area, showing that students effectively incorporated innovative solutions and

improvements.

Regarding hardware circuit design, students were tested on their ability to interpret

schematic diagrams, connect Arduino components, and assemble the physical hardware.

The evaluation shows that most students accomplished these tasks effectively,

demonstrating a strong understanding of circuit components and connections. Their

performance suggests a solid grasp of assembling and troubleshooting hardware systems.

In terms of programming skills, students were evaluated on their knowledge of Arduino

programming, flowchart creation, and software installation. The checklist indicates that

while some students successfully applied programming concepts, others faced difficulties

with coding and debugging. This suggests that while many showed proficiency in using

Arduino, additional practice is needed to enhance their programming abilities.

Overall, the evaluation suggests that Grade 11 STEM students made significant

progress in research, innovation, hardware circuit design, and programming. While they

exhibited strong capabilities in research and hardware assembly, some students require

further improvement in programming to strengthen their overall project execution..

86
 Problem 3. What are the challenges encountered during the pre-implementation

and post-implementation phases of Project DATA?

EVALUATION CHECKLIST

MEMBERS

SKILLS in BALIDOY, DALIVA, GARBILES, MORALO OLAVARIO, PACARDO

ARIANE JIANA BRENAN VINCENT ELLAINE ANYA
HARDWARE
SETUP

1. Familiar about   
the meaning of
Arduino
Microcontroller in
Robotics
Education.

2. Know how  
to interpret the
schematic
diagram in a
circuit board.

3. Know how to  
determine the pin
indicator of the
positive charge
VCC as 5v and Gnd
as Negative Charge
in Arduino
Microcontroller.

4. Have already  
connect the led in
the circuit board
to interface the
Arduino
Microcontroller.

5. Familiar  
the Analog
Pin in the

87
 EVALUATION CHECKLIST

MEMBERS

Arduino Pin
Configuration.

6. Had already  
connected the
USB cable from
Arduino to laptop
or DESKTOP.

7. Know how to 
connect buzzer in
the Arduino
Microcontroller
to the Circuit
Board.

8. Know 
how to
connect
SERVO
device in
the
Arduino
Microcontr
oller.

9. Know how 
to connect
SEVEN
SEGMENT
Display output
device in the
Arduino
Microcontrolle
r.

10. 
Know
how to
connect
sensor

88
 EVALUATION CHECKLIST

MEMBERS

device in
the
Arduino
Microco
ntroller.

SKILLS
in
PROGR
AMMIN
G

1. Know 
how to
create
the
flowchar
t of the
program
.

2. Know how to
debug the program in
Java programming.

3. Had already  
installed the software
Arduino
Microcontroller

4.Know how to 
interpret the program.

5.Know to use the  

sketch command in
Arduino IDE.

6.Had already use  

serial print command.

89
7.Had already use  
digitalWrite
command to specify
the output and input
of the devices.

8.Had already use  

pinMode command
in creating a
program.

9. Had already use  

void setup command
in creating a
program.

10. Had already use  

void loop command
in creating a
program.

RESEARCH and
INNOVATION

1. Know how to    
make a review of
related studies in
RESEARCH.

2. Know how to   
make the research
methodology in
Qualitative Research.

3. Had already   
created the
conceptual and
theoretical
framework.

4. Know how to    
gather data and
interpret the results
of Qualitative
Research.

90
5. Know how to    
Revise the statement
of the problem based
on the introduction
and research
methodology.

6. Know how to     
make an introduction
of Chapter I of
Qualitative Research.

7. Know How to   
make a significant of
the Study in
Qualitative Research.

8. Know How to   
make a Scope and
Delimitation in
Qualitative Research.

9. Know how   
formulate the
research design
methodology.

10.Familiar to write    
the data gathering in
research Study.

11.Know how to   
construct the data
analysis plan.

12. Know how to      

create conclusion and
recommendation.

There's a lot of Challenges we encounter as we began and finish the Project DATA.

Although it was hard we did our best and overcome these challenges. For the pre-

implementation the first challenge we encountered are the lack of knowledge and skills

91
that make us be clueless and confused on how to do in this project. Some of us also don't

have an experience in the field of this Project. We also encounter the lack of materials

needed in this Project. As for the post - implementation challenges we encountered, as

well as our very crucial challenge is the lack of time to do this Project that make us in a

pitch because this Project is a time consuming. Also for the making a code and debugging

it to make it work. Lastly is the wiring of the code to make it work.

Problem 4. How precise and accurate are the skills demonstrated by Grade 11

STEM students during the implementation of Project DATA?

COMPETENCY BASED FINAL ASSESSMENT

Name of the respondent:(GROUP 2)

Grade and section/position:11 STEM PASCAL

UNIT OF COMPETENCY:PROJECT DATA DIGITAL ARDUINO

TRAINING ACTIVITIES

PROGRAMMING COMPETENCIES

color

1. CODING AND PROGRAMMING

1.1 Explain the three process of Programming. 

1.2 Know how to initialize the variable. 

1.3 Explain the programming function of Arduino IDE. 

1.4 Know how to debug the error of the code. 

1.5 Familiar the control loop, if else condition and switch case 
statement.

92
 1.6 Know how to create algorithm. 

1.7 Know how to create flow chart base on algorithm. 

HARDWARE COMPETENCIES

color

2. ELECTRICAL AND ELECTRONIC CIRCUIT DIAGRAMMING

2.1 Explain the different pin Function of Arduino in the IDE 

Board.

2.2 Know how to interpret the circuit diagram. 

2.3 Know how to install the input devices such as sensors and 
switches.

2.4 Familiar the pin setup of GND, VCC and OUTPUT signal 
in sensor devices.

2.5 Familiar the wiring connection of circuit board and 

polarity test.

2.6 Know how to Install the pull-up resistor and pull down 
resistor.

2.7 Know how to troubleshoot the open circuit and short 

circuit.

RESEARCH AND INNOVATION COMPETENCIES

color

3. PRACTICAL RESEARCH1

3.1 Explain the process of developing manuscript from 

chapter 1-5.

3.2 Know about the content of chapter 1 to chapter 5. 

3.3 Know how to write the introduction from General to 

specific.

3.4 Explain the conceptual framework and Theoretical 

Framework.

93
 3.5 Know how to paraphrase the review of related literature 
and studies.

3.6 Know how to write the research methodology. 

3.7 Explain the different of scope and delimitations or 

significant of the study.

3.8 Know how to interpret the results and discussion. 

LEGEND

• VERY COMPETENT

• COMPETENT

• NEEDS IMPROVEMENT

• NOT COMPETENT

The Competency Base on Final Assessment document is an evaluation tool

completed by Group 2 of Grade 11-Pascal. The assessment is part of the unit of

competency titled "Project Data Digital Arduino Training Activities" and is designed to

assess both individual and group performance across three main areas: Programming

Competencies, Hardware Competencies, and Research and Innovation Competencies.

The first section, Programming Competencies, evaluates the group’s understanding of

coding and programming concepts using the Arduino IDE. This includes explaining the

programming process, initializing variables, understanding the functions of the Arduino

IDE, debugging code errors, and applying control structures such as loops, if-else

conditions, and switch-case statements. The group is also expected to create algorithms

and design flowcharts based on these algorithms to demonstrate logical and structured

programming skills.

94
 In the Hardware Competencies section, the focus is on electrical and electronic

circuit diagram. The assessment requires the group to explain the functions of different

Arduino board pins, interpret circuit diagrams, install input devices such as sensors and

switches, and configure connections for GND, VCC, and output signals. Furthermore,

students must demonstrate their ability to wire circuits properly, perform polarity tests,

install pull-up and pull-down resistors, and troubleshoot issues such as open circuits and

short circuits.

The final section, Research and Innovation Competencies, focuses on Practical

Research 1. This part of the assessment tests the group’s capability to complete a research

manuscript covering chapters 1 to 5. Competencies include explaining the entire

manuscript development process, writing a general-to-specific introduction, formulating

conceptual and theoretical frameworks, paraphrasing literature reviews, writing the

research methodology, defining the scope and significance of the study, and interpreting

research findings.

Problem 5. What is the intervention to be enhanced of project DATA after the

results findings and significant evaluation in modernization of technology?

REFERENCES SURVEY QUESTIONNAIRE

Name of the respondent:_____________________________
Grade and section/position:______________________________
Age:________________________
Date:______________________

5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree 1 - Strongly Disagree

95
Instructions: Please indicate your level of agreement with the following statements by

checking the column.

5 4 3 2 1

Education 1. Robotics education enhances students'

problem solving abilities.

2. Learning robotics promotes teamwork and

collaboration among students.

3. Using robotics as an educational tool sparks

student's interest in STEM fields.

4. Robotics education is too advanced for grade

11 students to easily understand.

Industry 5. Studying robotics equips students with the

skills needed to face industry challenges.

6. Robotics expertise is vital for future careers

in engineering and technology.

7. Industry stakeholders are willing to invest in

robotics education programs.

8. Robotics education does not fully match

industry demands.

Commercial 9. Robotics skills enable students to adapt to

real-world
technological applications.

10. Robotics education helps students develop

enterpreneurial abilities.

11. Companies benefit from employing workers

with robotics knowledge

12. The commercial use of robotics is somewhat

limited.

96
Functionalities 16. .The LED light works properly,
signaling that the car is powered on and
functioning.
17. The Bluetooth module successfully
receives commands from a mobile device
when needed.
18. The servo motor rotates smoothly to
help scan for obstacles during navigation
16.The car is interactive, educational, and
effectively demonstrates Arduino
microcontroller applications in robotics.
Structure/ 17. The placement of components (e.g.,
Design sensors, wheels, LCD, battery, Arduino) is
well organized and suitable for a maze
environment.
18. There are Labels to all components
used in the device.
19. The materials used for the car’s
base/body are durable and appropriate for
movement and repeated use
20. Overall design and structure of the
device are well made
Safety 21. All wires are securely connected, with
Measure no loose connections that could cause
malfunction.
22. The device can easily utilize by
everyone concerning the safety in terms of
preventing perceived harm or risks to users.

23.The circuit and battery setup are

protected and arranged in a way that
prevents damage while the car moves.
24. No worn-out or damaged wires are
visible that might cause electrical problems
or safety issues.

97
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter contains the summary, finding and implications and conclusions

drawn from the data analysis and interpretation of the data discussed in the preceding

chapter. As well as the recommendations for further improvement of the study.

SUMMARY

The primary objective of this research was to enhance the research skills of

Grade 11 STEM students in Practical Research 1 through the integration of Arduino

based digital activities. The study aimed to address challenges in research, such as

formulating research questions, data collection, analysis, and interpretation, by

incorporating hands on learning experiences. Various data gathering techniques,

including surveys, interviews, and observations, were employed to assess the

effectiveness of the intervention. Students participated in practical training sessions

where they applied research concepts using Arduino technology, allowing them to engage

in real world problem solving. The findings revealed notable improvements in students

critical thinking, problem solving, and technical skills, particularly in experiment design,

data analysis, and research presentation. The study emphasizes the importance of

technology in research education. Results suggest that interactive, digital-based learning

tools enhance student engagement and comprehension, equipping them for higher level

scientific inquiry. Based on the data gathered, the implementation of Arduino based

activities proved to be effective in strengthening students research competencies.

98
CONCLUSION

In the light of the findings, the following conclusion were drawn:

1. In the pre-implementation phase, students faced challenges with hardware

compatibility and programming. In the post-implementation phase, the difficulties shifted

to maintaining code stability, optimizing Arduino projects, and preparing the final output

device. Despite these challenges, the project successfully enhanced students' skills and

knowledge.

2. After implementation, students showed significant improvement across all areas of

assessment. Their research, innovation, hardware design, and programming skills

advanced, and most students completed tasks successfully. The hands-on approach,

guided by Sir Coballes, greatly contributed to their overall competence.

3. The pre-implementation phase was marked by issues like hardware compatibility,

selecting the right software libraries, defining the project scope, and limited resources. In

contrast, the post-implementation phase involved challenges with maintaining code

stability, scaling projects, addressing security concerns, and seeking help from the

Arduino community. These complex issues require careful consideration.

4. The 11 STEM students performed well overall, as per the competency-based final

assessment checklist, with most demonstrating "Very Competent" or "Competent"

proficiency levels in various areas. While there are areas for improvement, they have

strong foundations in programming, circuit diagramming, and research. With focused

99
interventions, they are well-positioned to acquire all necessary skills, ensuring a

successful project implementation.

5. The study confirms that robotics education has a significant positive impact on student

learning, industry readiness, and commercial adaptability. Respondents highlighted that

robotics enhances problem-solving skills, fosters collaboration, and sparks interest in

STEM fields. The findings also indicate that businesses benefit from employees with

robotics expertise, emphasizing its importance in technological progress. Additionally,

the evaluation of the robotic device showed it to be effective in functionality, design, and

safety, though minor improvements could be made to further enhance usability and

durability.

RECOMMENDATIONS

Based on the findings and results from Project DATA, the following recommendations

are made to further enhance the effectiveness of the program and ensure continued

improvement in students' research, hardware, and programming skills:

1. Enhance Programming Skills and Debugging Techniques: Although students have

shown proficiency in basic programming concepts, further focus is needed on improving

debugging skills and addressing complex coding issues. Researchers recommend

introducing more hands-on programming exercises that emphasize problem-solving and

error correction. This will help students become more confident in identifying and fixing

programming errors.

2. Strengthen Algorithm and Flowchart Development: A notable gap identified in

students’ competencies was their ability to create algorithms and flowcharts. It is

100
suggested that additional exercises focusing on algorithmic thinking and flowchart

creation be incorporated into the curriculum. This will help students better visualize and

structure their code, making complex programming tasks more manageable.

3. Provide More Resources and Time for Hands-On Learning: Time constraints and

limited resources were significant challenges faced by students. Researchers recommend

allocating more time for students to work on projects and ensuring that they have access

to adequate resources (such as additional Arduino kits, components, and learning

materials). This will allow students to engage more thoroughly with the material and

enhance their practical skills.

4. Focus on Advanced Circuit Troubleshooting and Component Installation: Although

students showed competency in hardware and circuit design, there is a need for more

practice in advanced circuit troubleshooting, particularly with components like pull-up

and pull-down resistors. Offering targeted training sessions or workshops to reinforce

these skills would be beneficial for students who wish to deepen their understanding of

hardware.

5. Emphasize Research Methodologies and Creative Problem-Solving: Students

demonstrated improvement in research skills, but further support is needed in areas like

problem formulation, literature review, and advanced research methodologies.

Researchers recommend additional training on these topics, focusing on how to conduct

systematic reviews and develop clear, impactful research questions. Encouraging

creative problem-solving through more innovative project challenges could also enhance

students' critical thinking and research capabilities. Project DATA is highly

recommended for its ability to significantly improve students' skills in Arduino

101
programming, circuit design, and research. By implementing the above

recommendations, the program can continue to evolve, providing students with a more

comprehensive learning experience and preparing them for future technological

challenges.

102
BIBLIOGRAPHY

 Department of Education. (2016). Policy guidelines on the integration of information

and communications technology (ICT) in the K to 12 curriculum. Department of

Education. https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_014.pdf

 Republic of the Philippines. (2019). Republic Act No. 10912: Continuing Professional

Development Act of 2016. Official Gazette.

https://www.officialgazette.gov.ph/2019/07/21/republic-act-no-10912/

 Department of Education. (2021). National ICT Competency Framework.

Department of Education. https://www.deped.gov.ph/2021/07/14/national-ict-

competency-framework/

 Tinio, V. L. (2003). ICT in education. United Nations Development Programme.

http://www.apdip.net/publications/iespprimers/eprimer-ict.pdf

 Department of Education. (2015). ICT competency standards for

teachers and school leaders. Department of Education.

https://www.deped.gov.ph/

 Ahmed, R., & Patel, S. (2021). Effects of STEM-focused Arduino practical activities on
problem-solving and entrepreneurship skills. Journal of Educational Innovation, 12(4),
56-72.

103
  Chen, L., Taylor, R., & Gomez, F. (2020).Using Arduino in Science, Technology,

Engineering, and Mathematics (STEM) Education. International Journal of STEM

Education, 7(3), 45-60.

 Erdemir, N., & Arslan, T. (2020). Fostering critical and analytical skills through

Arduino-based learning. STEM Education Review, 8(1), 23-35. Gingl, Z., Kovacs, M.,

& Szabo, E. (2019).

 Universal Arduino-based experimenting system to support teaching of natural sciences.

Educational Technology Innovations, 6(2), 19-30.

 Kuznetsov, S., Ivanov, A., & Lebedev, P. (2020). Integrating Arduino into high school

physics to enhance research competencies. Physics Education Journal, 4(2), 33-48.

 Reyes, D., et al. (2019). Arduino-based educational approaches for STEM engagement.

Journal of STEM Learning, 9(1), 10-25.

 Silva, M. J., & Colleagues. (2018). Inclusive education on STEM subjects with the

Arduino platform. Constructivist Education Review, 5(4), 20-35.

104
APPENDICES

Appendix A. Source Code

105
 Appendix B. Table and Graph

PROBLEM 1, 2, & 3 EVALUATION CHECKLIST

EVALUATION CHECKLIST

MEMBERS

SKILLS in BALIDOY, DALIVA, GARBILES, MORALO OLAVARIO, PACARDO

ARIANE JIANA BRENAN VINCENT ELLAINE ANYA
HARDWARE
SETUP

1. Familiar about   
the meaning of
Arduino
Microcontroller in
Robotics
Education.

2. Know how  
to interpret the
schematic
diagram in a
circuit board.

106
 EVALUATION CHECKLIST

MEMBERS

3. Know how to  
determine the pin
indicator of the
positive charge
VCC as 5v and Gnd
as Negative Charge
in Arduino
Microcontroller.

4. Have already  
connect the led in
the circuit board
to interface the
Arduino
Microcontroller.

5. Familiar  
the Analog
Pin in the
Arduino Pin
Configuration.

6. Had already  
connected the
USB cable from
Arduino to laptop
or DESKTOP.

7. Know how to 
connect buzzer in
the Arduino
Microcontroller
to the Circuit
Board.

107
 EVALUATION CHECKLIST

MEMBERS

8. Know 
how to
connect
SERVO
device in
the
Arduino
Microcontr
oller.

9. Know how 
to connect
SEVEN
SEGMENT
Display output
device in the
Arduino
Microcontrolle
r.

10. 
Know
how to
connect
sensor
device in
the
Arduino
Microco
ntroller.

SKILLS
in
PROGR
AMMIN
G

1. Know 

108
 how to
create
the
flowchar
t of the
program
.

2. Know how to
debug the program in
Java programming.

3. Had already  
installed the software
Arduino
Microcontroller

4.Know how to 
interpret the program.

5.Know to use the  

sketch command in
Arduino IDE.

6.Had already use  

serial print command.

7.Had already use  

digitalWrite
command to specify
the output and input
of the devices.

8.Had already use  

pinMode command
in creating a
program.

9. Had already use  

void setup command
in creating a
program.

109
10. Had already use  
void loop command
in creating a
program.

RESEARCH and
INNOVATION

1. Know how to    
make a review of
related studies in
RESEARCH.

2. Know how to   
make the research
methodology in
Qualitative Research.

3. Had already   
created the
conceptual and
theoretical
framework.

4. Know how to    
gather data and
interpret the results
of Qualitative
Research.

5. Know how to    
Revise the statement
of the problem based
on the introduction
and research
methodology.

6. Know how to     
make an introduction
of Chapter I of
Qualitative Research.

7. Know How to   
make a significant of
the Study in
Qualitative Research.

110
8. Know How to   
make a Scope and
Delimitation in
Qualitative Research.

9. Know how   
formulate the
research design
methodology.

10.Familiar to write    
the data gathering in
research Study.

11.Know how to   
construct the data
analysis plan.

12. Know how to      

create conclusion and
recommendation.

PROBLEM 4 COMPETENCY BASED FINAL RESULT

Name of the respondent:(GROUP 2)

Grade and section/position:11 STEM PASCAL
UNIT OF COMPETENCY:PROJECT DATA DIGITAL ARDUINO

TRAINING ACTIVITIES

PROGRAMMING COMPETENCIES

color

1. CODING AND PROGRAMMING

1.1 Explain the three process of Programming. 

1.2 Know how to initialize the variable. 

111
 1.3 Explain the programming function of Arduino IDE. 

1.4 Know how to debug the error of the code. 

1.5 Familiar the control loop, if else condition and switch case 
statement.

1.6 Know how to create algorithm. 

1.7 Know how to create flow chart base on algorithm. 

HARDWARE COMPETENCIES

color

2. ELECTRICAL AND ELECTRONIC CIRCUIT DIAGRAMMING

2.1 Explain the different pin Function of Arduino in the IDE 

Board.

2.2 Know how to interpret the circuit diagram. 

2.3 Know how to install the input devices such as sensors and 
switches.

2.4 Familiar the pin setup of GND, VCC and OUTPUT signal 
in sensor devices.

2.5 Familiar the wiring connection of circuit board and 

polarity test.

2.6 Know how to Install the pull-up resistor and pull down 
resistor.

2.7 Know how to troubleshoot the open circuit and short 

circuit.

RESEARCH AND INNOVATION COMPETENCIES

color

3. PRACTICAL RESEARCH1

3.1 Explain the process of developing manuscript from 

chapter 1-5.

3.2 Know about the content of chapter 1 to chapter 5. 

112
 3.3 Know how to write the introduction from General to 
specific.

3.4 Explain the conceptual framework and Theoretical 

Framework.

3.5 Know how to paraphrase the review of related literature 

and studies.

3.6 Know how to write the research methodology. 

3.7 Explain the different of scope and delimitations or 

significant of the study.

3.8 Know how to interpret the results and discussion. 

LEGEND

• VERY COMPETENT

• COMPETENT

• NEEDS IMPROVEMENT

• NOT COMPETENT

PROBLEM 5 SURVEY QUESTIONNAIRE

SURVEY QUESTIONAIRE

Name of the respondent:DONALUCZ R. ESPEHON

Grade and section/position:11-PASCAL

Age:17
Date:4-4-2025

5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree 1 - Strongly Disagree

Instructions: Please indicate your level of agreement with the following statements by
checking the column.

113
 5 4 3 2 1

Education 1. Robotics education enhances students' 

problem solving abilities.

2. Learning robotics promotes teamwork and 

collaboration among students.

3. Using robotics as an educational tool sparks 

student's interest in STEM fields.

4. Robotics education is too advanced for grade 

11 students to easily understand.

Industry 5. Studying robotics equips students with the 

skills needed to face industry challenges.

6. Robotics expertise is vital for future careers 

in engineering and technology.

7. Industry stakeholders are willing to invest in 

robotics education programs.

8. Robotics education does not fully match 

industry demands.

Commercial 9. Robotics skills enable students to adapt to 

real-world
technological applications.

10. Robotics education helps students develop 

enterpreneurial abilities.

11. Companies benefit from employing workers 

with robotics knowledge

12. The commercial use of robotics is somewhat 

limited.

114
Functionalities 19. .The LED light works properly, 
signaling that the car is powered on and
functioning.
20. The Bluetooth module successfully 
receives commands from a mobile device
when needed.
21. The servo motor rotates smoothly to help 
scan for obstacles during navigation
16.The car is interactive, educational, and 
effectively demonstrates Arduino
microcontroller applications in robotics.
Structure/ 17. The placement of components (e.g., 

Design sensors, wheels, LCD, battery, Arduino) is

well organized and suitable for a maze
environment.
18. There are Labels to all components used 
in the device.
19. The materials used for the car’s 
base/body are durable and appropriate for
movement and repeated use
20. Overall design and structure of the 
device are well made
Safety Measure 21. All wires are securely connected, with 
no loose connections that could cause
malfunction.
22. The device can easily utilize by 
everyone concerning the safety in terms of
preventing perceived harm or risks to users.
23.The circuit and battery setup are 
protected and arranged in a way that
prevents damage while the car moves.
24. No worn-out or damaged wires are 
visible that might cause electrical problems
or safety issues.

115
GANTT CHART

Description Dec. Jan. Feb. Mar. Apr.

Planning and Conceptualizing

Writing the Concept Paper

Revision of the Research Proposal

Accumulation of Hardware
Component

Programming the Device

Making the Device

Testing the Device

Revision of the Final Research Paper

Publishing Hardbound Copies

116
Appendix C. Testing the device

117
 CURRICULUM VITAE

ARIANE P. BALIDOY

Zone 5, Santiago, Pili, Camarines Sur

Mobile:09460020898

E-mail: [email protected]

______________________________________________________________________________________

PERSONAL DATA

Birthdate: 01-05-2008

Birthplace: Irosin Sorsogon General Hospital

Age: . 17

Gender: Female

Religion: Roman Catholic

Citizenship: Filipino

Language Spoken: Tagalog/ English/ Bicol

EDUCATIONAL BACKGROUND

Secondary Pili National High School

La Paz, Pawili, Pili, Camarines Sur

PRESENT

Elementary Pili Central School

Old San Roque , Pili, Camarines Sur

2012-2019

118
 CURRICULUM VITAE

JIANA EZEIKEL DALIVA

Zone 5, Pawili Pili, Camarines Sur

Mobile : 091283345520

E-mail: [email protected]

_____________________________________________________________________

PERSONAL DATA

Birthdate: February 05, 2008

Birthplace: . Naga

Age: 17 years old

Gender: Female

Religion: Roman Catholic

Citizenship: Filipino

Language Spoken: English,Filipino,Bicol

EDUCATIONAL BACKGROUND

Secondary: Pili National High School

La Paz, Pawili, Pili, Camarines Sur

PRESENT

Elementary: Pawili Elementary School

Pawili Pili, Camarines Sur

2014 - 2020

119
 CURRICULUM VITAE

Vincent Andrei D. Morallo

Zone 4, Lapaz, Anayan ,Pili Camsur

Mobile: 09636558638

E-mail: [email protected]

______________________________________________________________________________________

PERSONAL DATA

Birthdate: May, 18 ,2008

Birthplace: Zone 3, Matacon, Polangui, Albay

Age: 16

Gender: Male

Religion: Jehovah's Witnesses

Citizenship: Filipino

Language Spoken: Tagalog, English, Bicol

EDUCATIONAL BACKGROUND

Secondary Pili National High School

Lapaz, Pawili, Pili, Camarines Sur

PRESENT

Elementary Matacon Elementary School

Matacon, Polangui, Albay

120
 CURRICULUM VITAE

ELLAINE A. OLAVARIO

Zone 6, Balatas Anayan Pili, Camarines Sur

Mobile:09920170244

E-mail: [email protected]

________________________________________________________________________

PERSONAL DATA

Birthdate: July 16, 2008

Birthplace: Anayan Pili, Camarines Sur

Age: 16

Gender: Female

Religion: Roman Catholic

Citizenship: Filipino

Language Spoken: Bicol, Tagalog and English

EDUCATIONAL BACKGROUND

Secondary Pili National High School

La Paz, Pawili, Pili, Camarines Sur

Elementary Pili Central School

Old San Roque, Pili, Camarines Sur

2014-2020

121
 CURRICULUM VITAE

YELLENA YSA ANYA D. PACARDO

Zone 3, Sto. Domingo Bula, Camarines Sur

Mobile: 09635917364

E-mail: [email protected]

________________________________________________________________________

PERSONAL DATA

Birthdate: November, 5, 2007

Birthplace: Zone 2, Naga City Hospital

Age: 17

Gender: Female

Religion: Iglesia Ni Cristo

Citizenship: Filipino

Language Spoken: Tagalog, English, Bicol, Renconada

EDUCATIONAL BACKGROUND

Secondary Pili National High School

Lapaz, Pawili, Pili, Camarines Sur

Present

Elementary Pili Central School

Pili, Camarines Sur

2013-2020

122
123