Effects of Virtual and Augmented Reality Teaching Strategies on Students’ Understanding of Chemistry Practical Activities
DOI:
https://doi.org/10.63561/fnas-jmse.v7i2.1084Keywords:
Virtual Reality, Augmented Reality, Strategies, Chemistry, StudentsAbstract
The study investigated the effect of virtual reality (VR) and augmented (AR) teaching strategies on students’ understanding of chemistry practical. Two research questions and hypotheses guided the study. The population of the study comprised all Chemistry students in public secondary schools in Calabar Municipality. The sample of the study was made up of 100 chemistry students from 4 public secondary schools. The design used was pretest, posttest, non-randomized, non-equivalent design involving the two experimental and one control group. The instrument of the study was a validated Chemistry Achievement Test (CAT) based on practical chemistry taught to both groups using (VR) and (AR) which consisted 30 multiple choice questions drawn from standardized past SSCE questions. Reliability of the instrument was ascertained using Kudar-Richardson formular (KR-20). The experimental classes were taught chemistry practical using VR and AR instructional strategies for six weeks while the control group was taught without VR and AR teaching strategies rather employed the use of conventional method. The students were pretested before the commencement of the treatment and a posttest was also administered after the treatment. Data obtained was analyzed using analysis of covariance (ANCOVA) at 0.05 level of significance. Result of data analysis showed variance of students taught with VR and AR recorded higher achievement scores compared with those taught without VR and AR in chemistry. It was concluded that the use of VR and AR significantly contribute to the variance in students’ academic achievement in Chemistry. It was recommended among others that the use of VR and AR realities in teaching chemistry practical serves as a catalyst to promoting students’ understanding of chemistry in public secondary school. Hence, Chemistry teachers should adopt new technologies as VR and AR instructional strategies to encourage students’ participation and achievement in Chemistry.
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