Impact of Augmented-Reality Strategy on Engagement and Performance in Cell Biology Concepts among Secondary School Students in Sokoto State, Nigeria
DOI:
https://doi.org/10.64348/zije.202568Keywords:
Augmented-reality, engagement. Gender, academic performanceAbstract
This study examines the impact of Augmented-Reality strategy on engagement and performance in cell biology concepts among secondary school students in Sokoto state, Nigeria. Utilizing a quasi-experimental design with pre-test and post-test assessments, the research involved a sample size of 105 (53 male and 52 female) senior secondary two (SS II) students during the 2024/2025 academic session in Sokoto state were selected from the target population using multi-stage sampling technique. The intervention group experienced AR-based teaching methods, while the control group received traditional instruction. Data collection instruments included academic performance tests, student surveys on learning perceptions, and teacher observations of classroom engagement with validity/reliability indexes of 1/0.86 and 0.85/0.82 respectively. Quantitative analysis done using independent sample t-test revealed no significant gender differences in academic performance post-intervention; both male and female students showed marked improvement. However, qualitative findings indicated that female students exhibited higher engagement levels, actively participating in discussions and demonstrating greater interest in the content. In contrast, male students displayed mixed reactions, with some appreciating the AR's novelty, while others preferred more hands-on activities with immediate rewards. The study concludes that AR-based teaching methods can enhance academic performance for both genders, but engagement strategies may need to be tailored to address gender-specific preferences. Recommendations include adopting interactive teaching methods and promoting gender-sensitive strategies to foster equal engagement and achievement in biology education. Future research should explore the long-term effects of AR on gender-specific learning outcomes and examine whether integrating collaborative or gamified elements could further enhance engagement across diverse student groups.
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