This study investigates the impact of educational robotics on the learning of coding among second-year preservice teachers at the University of Nigeria, Nsukka. Utilizing a mixed-methods research design, the study aims to understand how hands-on robotics activities influence coding proficiency, engagement, and teaching preparedness. A total of 60 participants were selected using purposive sampling. Data collection involved pre-test and post-test assessments, surveys, interviews, and classroom observations over 8 weeks. Quantitative data were analyzed using paired sample t-tests and descriptive statistics, while qualitative data were examined through thematic analysis. Findings indicate that integrating educational robotics into the curriculum significantly enhances coding skills, with participants demonstrating improved problem-solving abilities and a deeper understanding of programming concepts. Survey results reveal increased engagement and motivation, as well as heightened confidence in teaching coding through robotics. Interviews and observations corroborate these findings, highlighting the interactive and collaborative nature of robotics activities as key factors in fostering a positive learning environment. The study also identifies several challenges, including the need for adequate resources and teacher training. Addressing these challenges is crucial for the successful implementation of educational robotics. This research underscores the potential of educational robotics as a transformative tool in coding education, providing valuable insights into effective teaching strategies for preservice teachers. The implications for curriculum development and teacher education programs are significant, suggesting that educational robotics can play a vital role in preparing future educators to teach coding in a dynamic and engaging manner.

Keywords: Educational Robotics, Coding Education, Preservice Teachers, Mixed-Methods, STEM Education, Teacher Training.