Abstract:

Robotics-centered project-based learning (PBL) is increasingly adopted in engineering education to promote active learning, collaboration, and applied design skills. As institutions scale such models, a key question emerges: can robotics-centered PBL deliver equitable academic outcomes across diverse student populations? This study examines equity and structural variation in student performance within a large-scale, institution-wide STEM course.

The analysis draws on five consecutive semesters (N > 1500 students) of a mandatory freshman STEM course at Al Hussein Technical University (HTU), Amman, Jordan. The course enrolls students from multiple engineering disciplines—including electrical, mechanical, energy, industrial, civil, and architectural engineering—as well as computer science and related computing fields. Students engage in a semester-long robotics-centered PBL experience, designing and implementing autonomous robotic systems in structured teams.

Performance is assessed using standardized institutional grade categories (DISC, U, P, M, D). Grade distributions are compared across gender, academic major, and academic level.

Findings indicate no meaningful disparity in performance between male and female students, suggesting that robotics-centered PBL can support gender-equitable learning outcomes at scale. While modest differences are observed across disciplines and academic levels, these variations remain limited in magnitude. Notably, the model demonstrates strong alignment with first-year students, reinforcing its suitability as a transition course in engineering education.

These results provide empirical support for robotics-centered PBL as an inclusive and scalable instructional model in multidisciplinary STEM contexts. The study offers evidence-informed insights for institutions seeking to design equitable, hands-on learning environments within foundational engineering curricula.

Keywords:

Robotics, Project-Based Learning, Equity, Academic Level, STEM Education.