A Comparative Study Of The Effectiveness Of Augmented Reality, Instructional Videos And Traditional Teaching Of General Science

Abstract

Technological modernization has transformed each aspect of human life. Technology has played a decisive part in developing the modern world including educational institutions and systems. Innovative methods such as augmented reality (AR) and instructional videos can enhance student performance in learning science subjects. This quasi-experimental study aimed to examine the effect of augmented reality (AR), instructional videos, and traditional teaching approaches on the learning performance of 7th-grade students. The workers welfare H/S School Girls (morning shift) Faisalabad was selected to conduct experimental research. Three sections of grade seventh from the specified school were selected. The Quasi-experimental research design was used to test research hypotheses. The Pretest-Posttest Non-Equivalent Groups Design was used for this purpose. Experimental group-1 was treated with Augmented Reality (AR) while experimental group-2 was treated with the instructional videos whereas the control group was treated with the traditional teaching method. The first two chapters from general science textbook of grade-7th were taught as course content. Data were collected at three times: pre-test before intervention, post-test after intervention and retention test after two weeks of post-test. The results revealed that experimental group 1 got the highest achievement and retention score, experimental group 2 got second highest and control group got least score. Educational implications based on findings are also discussed.