Authors : Roly B. Bayo-Ang; Regie Boniol; Amelia Labajo

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/5xrfp2ab

Scribd : https://tinyurl.com/ycy45uz4

DOI : https://doi.org/10.38124/ijisrt/26jun1497

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the implementation of a robotics program at Tuba City High School, focusing on factors influencing its success, challenges encountered by teachers, and the role of culturally responsive teaching in student engagement. Using a qualitative case study design, data from self-rating checklist, questionnaire, and teacher interviews were analyzed across domains of instructional practice, cultural responsiveness, teacher confidence, and institutional support. Findings show that program success is driven by experiential, hands-on STEM learning, alignment with students’ visual and kinesthetic learning preferences, and the development of confidence, resilience, and STEM identity. Cultural responsiveness significantly enhances engagement by integrating students’ cultural identities and fostering inclusive learning environments. However, challenges such as limited awareness of robotics, logistical constraints, inconsistent implementation of culturally responsive practices, and resource limitations affect sustainability. Teachers addressed these challenges through inclusive strategies, scaffolded instruction, flexibility, and external partnerships. The study concludes that while the program is a high-impact, culturally responsive STEM initiative, its long-term effectiveness depends on strengthening instructional consistency and institutional support to ensure equitable and sustained student participation.

Keywords : Culturally Responsive Teaching, Robotics Education, STEM Engagement, Indigenous Education, Experiential Learning.

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