Effects of Robotic-Based Computer Simulations on Students’ Achievement, Attitudes, and Teachers’ Perceptions in Mathematics and Biology in Southwest Nigeria

The need to improve students’ achievement, Attitude and teacher perception  in Mathematics and Biology have been a things  of concern to all the stakeholders in education sector; This study investigated the effectiveness of robotic-based computer simulations (RBCS) on students’ academic achievement, attitudes, and teachers’ perceptions in Mathematics and Biology in selected secondary schools in Southwest Nigeria. A quasi-experimental pre-test–post-test control group design, complemented by a descriptive survey, was employed. 360 Senior Secondary Two students and 225 teachers were purposively and randomly sampled across twelve intact classes in three states. Experimental groups were taught using RBCS, while control groups received conventional instruction. Data were collected using Mathematics and Biology Achievement Tests, a Students’ Attitude Questionnaire, and a Teachers’ Perception Inventory. Data analysis involved descriptive statistics, independent-samples t-tests, and mean ratings. Findings revealed that students exposed to RBCS performed significantly better than their peers in both subjects (p < .001), with very large within-group pre–post gains in Mathematics (d = 0.88) and Biology (d = 0.82). Students also demonstrated more positive attitudes toward learning, and teachers expressed favorable perceptions of RBCS, while noting challenges related to infrastructure, training, and curriculum integration. The study concludes that RBCS significantly enhance teaching and learning in Mathematics and Biology, and recommends investment in digital infrastructure, teacher professional development, and curriculum support to sustain technology-enhanced learning.