Advisers

Ms. Shirley A. Sablayan

Discipline

Research Impact Guide

Abstract

DIY smart device development in STEM promotes hands-on learning, creativity, and problem-solving. However, students face challenges such as poor programming and electrical skills, circuit design difficulties, limited resources, financial constraints, and unstable internet connectivity. Time management issues, communication problems, and academic pressure also affect performance and motivation. This study aims to explore the challenges encountered by a robotics team, their impact on project completion and innovation, students' coping strategies, and how schools can provide better support. This study uses a qualitative phenomenological research design to understand the lived experiences of students. Participants are five (5) members of the robotics team from St. Mary's College Inc., Quezon City, selected through purposive sampling. Data are collected through semi-structured, on-site interviews using open-ended questions focused on technical, emotional, and resource-related challenges. Interviews are audio-recorded, transcribed, and analyzed using thematic analysis. Ethical considerations, including informed consent, confidentiality, and voluntary participation, are strictly observed. Findings revealed three main challenges: technical, resource-related, and practical or psychological. Students struggled with programming, wiring, and hardware-software integration, often requiring repeated troubleshooting. Limited robotics kits, budget constraints, and unstable internet connectivity hindered development. Time pressure, academic workload, and communication issues also affected performance. Students coped through step-by-step troubleshooting, the use of digital tools and AI, and seeking mentor support. They emphasized the need for improved facilities, modern equipment, reliable internet connectivity, and advanced training. The study highlighted that students' success in developing smart DIY devices was influenced not only by their technical skills but also by the availability of resources and institutional support. While students showed resilience and problem-solving abilities, limitations in facilities and guidance hindered their full potential. Strengthening mentorship, improving access to modern tools, and enhancing learning environments were essential in supporting student innovation and performance in robotics education.

Keywords

qualitative research, robotics education, diy smart devices, stem learning, technical challenges, resource limitations, student experiences, problem-solving, phenomenology, educational support