The effect of augmented reality and simulation supported 5E method on students' academic achievement, attitudes and motivation: Force and energy unit

This study aimed to examine the effect of augmented reality and simulation-supported method on students' academic success, attitude and motivation in the Force and Energy unit. The study group of the research consists of 136 secondary school students studying in the 7th grade from two public schools located in the city center of Isparta. A pretest-posttest control group quasi-experimental design was used in the study. In the Experiment-1 group, the augmented reality supported 5E learning model (5EAR), in the Experiment-2 group, the simulation supported 5E learning model (5ESİM), in the Experiment-3 group, only the 5E learning model (5E), and in the Control group, the method in the curriculum was applied. Descriptive statistics and SPSS 22 package program were used in data analysis. The data obtained in the application were analyzed with MANCOVA. MANCOVA assumptions were provided with descriptive statistics. When the analysis results were examined, there was a significant difference in academic success in favor of the Control group compared to the Experiment-2 group, and a significant difference in academic success in favor of the Experiment-3 group compared to the Experiment-2 group. As a result, it was concluded that the 5E method and the method in the curriculum significantly increased academic success compared to the 5ESIM method. There was a significant difference in the attitude towards science in favor of the Control group compared to the Experiment-1 group, a significant difference in the attitude towards science in favor of the Experiment-3 group compared to the Experiment-2 group, and a significant difference in the attitude towards science in favor of the Control group compared to the Experiment-2 group. As a result, it was concluded that the method in the curriculum significantly increased the attitude towards science compared to the 5EAR AND 5ESIM methods. It was concluded that the 5E method significantly increased the attitude compared to the 5ESIM method. Compared to Experiment-1, Experiment-2 and Experiment-3 methods, there was a significant difference in science motivation in favor of the Control group. As a result, it was concluded that the method in the curriculum significantly increased the attitude towards science compared to the 5EAR, 5ESIM and 5E methods. Associated t-test analysis was performed in the analysis of the sub-problems of the research. According to the t-test analysis results, it was seen that all methods used increased academic success. When the pretest-posttest scores of the attitude towards science scale were examined, it was concluded that the method applied only in the Control group increased the attitude. When the pretest-posttest scores of the motivation scale for science were examined, it was concluded that the method applied in the Experiment-2 group and the Control group increased the attitude.