Based on the benefits of maker learning for student development, this study designed a 10-day maker learning camp specifically for female students. The maker theme focused on straw robots, with 12 junior high school girls participating. Each day, students engaged in a three-hour maker learning session: six students attended sessions in a science laboratory in the morning, while the other six received instruction in a traditional classroom in the afternoon. Pre- and post-tests on problem-solving abilities were conducted by the instructor on the first and last days of the camp. The results showed that robotics maker teaching significantly improved the problem-solving abilities of female students. However, no differences were observed in problem-solving abilities between students of varying achievement levels, nor did the teaching environment affect their maker learning outcomes. Nevertheless, instructor observations revealed differences in the initiative levels of students with different achievement levels during maker learning. Additionally, the science laboratory setting facilitated more interactive discussions among students compared to the traditional classroom.