A learning performance study between the conventional approach and augmented reality textbook among secondary school students

2016 ◽  
Author(s):  
Valarmathie Gopalan ◽  
Abdul Nasir Zulkifli ◽  
Juliana Aida Abu Bakar
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Secondary School Students ◽  
Conventional Approach ◽  
Learning Performance ◽  
Performance Study ◽  
School Students

scholarly journals Opinions of Secondary School Students on the Use of Mobile Augmented Reality Technology in Science Teaching

2021 ◽  
Vol 4 (4) ◽  
pp. 327-336
Author(s):  
Gonca Keçeci ◽  
Pelin Yıldırım ◽  
Fikriye Kırbağ Zengin
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Science Teaching ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Structured Interview ◽  
Control Group ◽  
Mobile Augmented Reality ◽  
School Students

Mobile augmented reality (MAR) draws attention in terms of providing a flexible learning process and environment. It is thought that learning environments can be more effective using MAR technology. The research aimed to determine the secondary school students' views on the use of MAR technology in science teaching. The research was conducted with 143 students studying in the sixth grade at two different secondary schools in Turkey. In the research, convergent parallel patterns from mixed-method patterns were used. For eight weeks, the research was carried out to cover the systems unit in our body, situated in the 6th-grade science course curriculum. During the process, the Anatomy 4D application was used in the experimental group during the procedure, and the science course curriculum was used in the control group.  In this paper, a part of the mixed research, the qualitative data collected from the experimental group's semi-structured interview form and diaries were analyzed. Descriptive analysis was used to analyze the data. As a result of the research, although the students do not have a clear idea about AR and MAR technologies at the beginning of the application, it is observed that their thoughts change over time, and MAR applications are effective on the success of the course.

scholarly journals The Influence of Student Engagement on Mathematical Achievement among Secondary School Students

Mathematics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 41
Author(s):  
Martina Maamin ◽  
Siti Mistima Maat ◽  
Zanaton H. Iksan
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Secondary School Students ◽  
Linear Regression Analysis ◽  
Cognitive Engagement ◽  
Mathematical Achievement ◽  
Learning Performance ◽  
Affective Engagement ◽  
School Students ◽  
Behavioural Engagement

Student engagement is a multidimensional construct that predicts learning performance. However, student engagement receives limited attention, especially in mathematics. Thus, this study conducts a survey to determine the influence of student engagement on mathematical achievement. Stratified random sampling was employed to select secondary school students (n = 1000). Questionnaires and end-of-year examination grades were collected as data on student engagement and respective mathematics achievement. The findings indicate that there is a significant relationship between cognitive engagement, affective engagement, behavioural engagement, and mathematical achievement. The results of multiple linear regression analysis show that affective engagement is the largest predictor of mathematical achievement (β = 0.743, p < 0.001), followed by behavioural engagement (β = 0.585, p < 0.001), and cognitive engagement (β = −0.375, p < 0.01). This suggests that policymakers should formulate a curriculum that enables the improvement of affective and behavioural engagement. Furthermore, this study recommends that school administrators and teachers plan and implement activities that stimulate such engagement.

scholarly journals EVALUATION OF E-STAR: AN ENHANCED SCIENCE TEXTBOOK USING AUGMENTED REALITY AMONG LOWER SECONDARY SCHOOL STUDENTS

2015 ◽  
Vol 77 (29) ◽  
Author(s):  
Valarmathie Gopalan ◽  
Abdul Nasir Zulkifli ◽  
Nur Fadziana Faisal Mohamed ◽  
Asmidah Alwi ◽  
Ruzinoor Che Mat ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Quantitative Data ◽  
Science Learning ◽  
Secondary School Students ◽  
Education Level ◽  
Ease Of Use ◽  
Science Textbook ◽  
Lower Secondary School ◽  
School Students

As a developing country, Malaysia needs to produce adequate human resource in science and technology related fields. This is important especially towards making Malaysia a developed nation by 2020. Unfortunately, there is a downward trend in the number of students pursuing the science stream at the secondary education level. Lack of motivation has been identified as one of the cause of this phenomenon. This paper introduces an enhanced science textbook using Augmented Reality (e-STAR) application that facilitates students in science learning.  The e-STAR is intended to motivate the students to be more interested in science.  This paper also discusses on the evaluation of the e-STAR among a sample of form two secondary school students. Quantitative data was collected using questionnaires for evaluating the following dimensions: motivation, ease of use, engaging, enjoyment and fun. The results indicate that the users agreed on all the dimensions. The findings proved that the e-STAR application can be one of the potential solutions to the above mentioned phenomenon.

scholarly journals Implementation of Gamification and Elements of Augmented Reality During the Binary Lessons in a Secondary School

2018 ◽  
Vol 51 ◽  
pp. 74-83 ◽  
Author(s):  
Вікторія Бузько ◽  
Алла Бонк ◽  
Віталій Тронь
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Secondary School Students ◽  
Real Life ◽  
Technical Knowledge ◽  
School Students ◽  
Educational Activities ◽  
The Subject ◽  
Teaching Physics

Buzko V, L., Bonk A.V. and Tron V.V. Implementation of Gamification and Elements of Augmented Reality During the Binary Lessons in a Secondary School.The purpose of the research is to consider the possibilities of gamification and elements of augmented reality in the secondary school during the binary lessons in Physics and English. The objective of the research is to give examples of conducting binary lessons by means of gaming and elements of augmented reality. The object of the research is the process of teaching Physics and English in a secondary school. The subject of the research is the use of gamification and the elements of augmented reality when conducting binary lessons in a secondary school. The article considers the possibility of introducing the elements of augmented reality and gamification in a secondary school during the binary lessons. Examples of binary lessons for the secondary school students using gamification and augmented reality elements are given.The introduction of various types of educational activities during the binary lessons is analyzed. The results of the research indicate that gamification and the introduction of the elements of augmented reality in the process of studying in a secondary school contribute to the formation and development of cognitive interest of students in Physics and English; it will promote the application of scientific and technical knowledge in real life.

scholarly journals The Effect of Instructional Approach on the Financial Accounting Achievement among Students

2019 ◽  
Vol 3 (2) ◽  
pp. 39-51
Author(s):  
Umar Inuwa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Conventional Approach ◽  
Financial Accounting ◽  
Control Group ◽  
Instructional Approach ◽  
School Students ◽  
Cooperative Approach ◽  
Data Collection Instrument

The study focused on the effect of an instructional approach on the financial accounting achievement of secondary school students in Gombe State, Nigeria. The present study used explanatory sequential mixed-method design; 120 students participated in the study. The students were selected at random from six secondary schools. They were equally and randomly divided into two groups, namely: cooperative and conventional approach. The interview was conducted with four students of the experimental group. Achievement Tests is used as data collection instrument. The study observed that at the stage of the pre-test, the achievement of cooperative and control group students did not differ significantly. This suggested that at the initial stage, the students were equal in their achievements. Nonetheless, at the stage of the post-test, it was proved that the financial accounting achievement of students who were taught using a cooperative approach was significantly better than that of their counterparts who were taught using and conventional approach. This suggested that a cooperative approach is the most effective approach for improving the financial accounting achievement of secondary school students. Consequently, the study recommended that curriculum planners, teachers in secondary schools should be encouraged to adopt a cooperative approach in teaching financial accounting to improve the achievement of students in the subject.

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