The effect of teaching methods integrated with augmented reality and online materials on achievement and retention in science lesson: Mixed design

In the current study, it was aimed to investigate how does expository teaching, REACT strategy and integrated (REACT and expository teaching) methods, with all were integrated with augmented reality (AR) and online advanced regulatory concept teaching material (ÇİDKOM), affect fourth grade elementary school students' achievement in and retention of knowledge in science course. In the study, sequential explanatory mixed model was used. In the quantitative research stage, 2x2 factorial design including three teaching methods and one conventional method suggested by teaching program and actively used by teachers. In the qualitative research stage basic qualitative research method was used. In the 2017-2018 academic year, semi-experimental applications were carried out with the participation of 301 students from 12 classes attending two primary schools in the central district of Kırşehir. For the qualitative state, interviews were conducted with 38 students and eight teachers from experimental groups after experimental process. Experimental group students are presented with teaching methods integrated with augmented reality and ÇİDKOM and the control group students presented with conventioanal teaching method suggested by teaching program. Fort the quantitative analyses, descriptive and inferential analysis techniques were used via SPSS 25 statistical package program. Students' pre-test, post-test and retention test achievements in time dependent success were investigated by using mixed model ANOVA and follow up t tests. For the qualitative data, content analysis was conducted. It was found that the time-based success points of the experimental groups were significantly higher than the control group average. The difference between the means of achievement scores of the experimental groups is not significant. During the interviews, the students stated that the integrated teaching methods made the lessons enjoyable, liked the learning process and increased their motivation for the lesson. Teachers stated that, the experimental process was well structured and the students enjoyed the teaching process. In the current study, the teaching methods integrated with published and digital materials increased students' achievement in the unit of Lighting and Sound Tecnologies Fr"om Past to Present by encouraging them to construct and retention the knowledge. The methods provided rich digital content, increased motivation, helped students to transfer their knowledge and relate them to the daily life. The results were also supported with the opinions of students and teachers.