Application of Augmented Reality in Collaborative Learning towards Enhancing Scientific Literacy of Grade 9 Students

Abstract ―​

Enhancing the scientific literacy of students is necessary as it provokes their curiosity and creativity leading to the emergence of new professionals who are geared towards innovative solutions to current problems. Thus, this study aimed to assess the effectiveness of utilizing augmented reality in collaborative learning strategies to enhance students' scientific literacy. A quasi-experimental research design was employed using two groups of Grade 9 Junior high school students. The instructional delivery was guided by a lesson plan and activity sheet that incorporated augmented reality in collaborative learning strategies. To assess the impact of these strategies on scientific literacy, pre-test and post-test assessments were conducted. In addition, the t-test was employed to ascertain any significant difference that may exist between the augmented reality in two separate collaborative learning methodologies. The results revealed a notable difference in the post-test scores of the two groups of respondents in terms of context and knowledge in the field of scientific literacy. Thus, the teacher can employ project-based learning, bolstered by augmented reality, to enrich students' understanding and proficiency in scientific literacy. Furthermore, the study also found a substantial difference between the pre-test and post-test results of the participants in all areas of scientific literacy when exposed to two separate collaborative learning strategies facilitated by augmented reality. Therefore, educators should contemplate integrating augmented reality into the classroom to bolster collaborative learning practices.