Effect of augmented reality enhanced hands-on chemistry activities (AREHCA) on senior high school students’ academic performance in hybridization and molecular shapes

Abstract

This study sought to determine the effect of augmented reality-enhanced hands-on chemistry activities (AREHCA) on senior high school students’ academic performance in hybridization and molecular shapes. The study was conducted at Winneba Senior High School, Winneba-Ghana and employed an action research design with the collection of both qualitative and quantitative data. The purposive sampling technique was used to select an intact class of 65 SHS 1 students. Test was used to gather data on the effect of AREHCA on students’ academic performance before and after the intervention as well as students’ acquisition of science process skills. An observation schedule and interview were also used to measure the effect of AREHCA on students’ engagement and perceptions respectively. Data were analysed using descriptive and inferential statistics and themes. The findings of the study revealed an improvement in students’ academic achievement. Moreover, students exhibited high levels of engagement in learning hybridization and molecular shapes using AREHCA with a rise in the number of students who exhibited all the process skills. It was also discovered that students had positive perceptions of AREHCA in learning hybridization and molecular shapes. Based on the findings, it was recommended that chemistry teachers in Winneba SHS should consider using AREHCA in teaching and learning hybridization and molecular shape to enhance the students’ engagement in complex chemistry lessons, improve the students’ acquisition of process skills and promote positive perceptions of learning the chemistry concepts