IMPACT OF AUGMENTED REALITY (AR) ON CONCEPTUAL UNDERSTANDING AND INTEREST IN PHYSICS, MATHEMATICS, BIOLOGY, AND CHEMISTRY AMONG SENIOR SECONDARY STUDENTS

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.