The effect of geometry teaching supported by augmented reality materials on students' self-efficiency, anxiety and attitude

In this study, it was aimed to determine the effects of geometry teaching supported by augmented reality materials within the scope of mathematics course on students' attitudes, self-efficacy and anxiety towards geometry. The study was carried out using materials compatible with mobile devices and supported by augmented reality technology in a private high school affiliated to the Ministry of National Education in Aziziye district of Erzurum province. The participants of the study consisted of 51 students in total, 26 of whom were in the experimental group and 25 in the control group, studying in the 9th grade. While the subject of three-dimensional objects was explained to the control group with traditional methods, it was explained to the experimental group by using augmented reality materials. The research was designed in accordance with the sequential explanatory mixed method in which qualitative and quantitative methods are used together. Semi-experimental method was preferred in the quantitative part and case study was preferred in the qualitative part. Qualitative data of the research were collected with a semi-structured interview form. Quantitative data were collected with the self-efficacy scale, the attitude scale and the anxiety scale for mathematics. The study lasted a total of 6 weeks. The qualitative data obtained were divided into dimensions and interpreted by creating themes and codes. In the analysis of quantitative data, the Shapiro Wilk test was applied to test whether the data were normally distributed by using the SPSS 25 program. ANCOVA was conducted to test the effects of the dependent variable by controlling the effects of the independent variable in normally distributed data. As a result of the study, it was seen that there was no significant difference between the self-efficacy levels of the students in the experimental group who used augmented reality materials in mathematics lesson geometry teaching and the self-efficacy levels of the students in the control group, while there was a statistically significant difference in favor of the experimental group in terms of their anxiety and attitudes. At the end of the study, the students of the experimental group were asked to answer the questions in the semi-structured interview form in order to evaluate the augmented reality materials and the teaching process. Students stated that augmented reality materials are pleasing, facilitate learning, and embody abstract concepts. In addition, most of the students reflected in their answers that augmented reality applications would be useful in other lessons as well. According to the results of the study, suggestions for researchers who want to conduct studies in the coming years are presented.