An Assessment of the Readiness of Grade 8 Students for Arduino-Based Projects in Rizal National High School

Abstract ―​

This study assesses the readiness of Grade 8 students at Rizal National High School for Arduino-based projects, responding to the integration of robotics into the K-12 curriculum. Utilizing a descriptive-quantitative research design, the study evaluates readiness across five distinct domains: Technical, Cognitive, Affective, Resource, and Support Readiness. Data were collected from 124 respondents using a researcher-designed instrument comprising a Likert-scale survey and a 10-item subject proficiency quiz. The findings reveal a balanced demographic profile (51.16% female, 48.84% male), challenging gender stereotypes in technical fields. Results indicate that students possess High Affective Readiness, demonstrating a strong interest and willingness to practice despite perceived difficulties. However, specific deficiencies were identified in Technical Readiness (Weighted Mean: 2.53) and Cognitive Readiness (Weighted Mean: 2.77), particularly in programming logic and IDE utilization. This self-assessment was corroborated by the Knowledge Quiz, where the class achieved a mean score of 3.93 out of 10, indicating a "Low Proficiency" level. The study concludes that while students exhibit a "High Interest" profile, they are functionally underprepared for the software aspects of Arduino. Recommendations include implementing scaffolded coding exercises and visual programming tools to bridge the gap between student motivation and technical capability.