Abstract
The rapid advancement of technology has significantly influenced the field of scientific research and innovation. This includes various areas such as robotics, physics, integration, and the application of knowledge. Designing experiments to test and analyze the impact of these advancements requires careful consideration. This study was conducted in the Almaty region of Kazakhstan, specifically in the 8th grade at Aset Beyseuov schools, to assess the learning outcomes of students in robotics in the 2022-2023 academic year. The participants were selected based on the school's curriculum and were part of a specialized cluster for robotics education. Following the eighth session, a questionnaire based on Torranstyn's study (1979) was administered to gather data on variables such as intrinsic motivation, student engagement, innovations, and career aspirations. As a result, 10 different tests and physics-related robotic construction activities were conducted. Covariance analysis was utilized to analyze the data. The findings of the study revealed a positive correlation between robotics education and students' academic progress in physics.