IMPACT OF AUGMENTED REALITY (AR) ON CONCEPTUALUNDERSTANDING AND INTEREST IN PHYSICS, MATHEMATICS,BIOLOGY, AND CHEMISTRY AMONG SENIOR SECONDARYSTUDENTS

Abstract

This study investigated the impact of Augmented Reality (AR)-based instruction on students’ conceptual understanding and
interest in Physics, Mathematics, Biology, and Chemistry among senior secondary school students in Zaria Education Zone,
Kaduna State, Nigeria. A quasi-experimental design was adopted involving a pre-test, post-test control group using intact
classes. A total of 180 from 327 SSII students were purposively selected using a simple random sampling technique and
divided into experimental and control groups. The experimental group received AR-based instruction using interactive digital
content, while the control group was taught using conventional methods. Two instruments—the STEM Conceptual
Understanding Test (SCUT) and the STEM Interest Inventory (SII)—were used to collect data, and analysis was carried out
using ANCOVA. Results revealed a statistically significant difference in favour of the AR group in both conceptual
understanding (F(1,176) = 45.32, p < 0.001, η² = 0.205) and interest (F(1,176) = 37.94, p < 0.001, η² = 0.178). The findings
support the efficacy of AR in improving STEM learning outcomes by making abstract concepts more accessible and enhancing
student motivation. The study recommends the integration of AR tools into STEM education, teacher training in AR pedagogy,
and the development of supportive infrastructure in secondary schools.