The effect of augmented reality applications on sixth grade students' achievement on human circulatory system and attitudes towards science course

This master thesis investigated the effect of augmented reality applications as compared to instruction with models on sixth grade students' achievement on human circulatory system and attitudes towards science course, and students' and teachers' views about instruction using augmented reality applications. Considering the purposes of this study, mixed method research was used during investigation. Embedded design, one of the mixed method research design, was utilized during data collection and analysis. A quasi-experimental with matching-only pretest-posttest control group design was employed during quantitative part of the study. Sixth grade students during 2018-2019 academic year in Hatay were constituted the accessible population of this study. Sample of the study was selected using convenience sampling method, which is a nonrandom sampling method. Since the purpose of this study is to compare the effect of instruction using augmented reality applications with instruction with models, students in a private school in Hatay were formed the sample of this study as the school has necessary hardware and software, the researcher has access to the school, and the school has the capacity to accelerate the study. 38 students were participated to the study (21 Female, 17 Male) and number of students in each class was 19, constituting two intact classes in the school. Two intact classes in the school were randomly assigned to the experimental and control group. The experimental group was instructed using augmented reality applications while the control group was instructed with models when learning human circulatory system. Human Circulatory System Achievement Test, Attitudes Towards Science and Technology Course, reflection papers, heart drawings, and semi-structured interviews were used as data collection sources. Achievement test, attitude test, and heart drawings were utilized to find the answer for "What is the effect of the instruction using augmented reality applications as compared to the instruction with models on sixth grade students' achievement on human circulatory system and attitudes towards science course in Hatay?" Reflection papers and semi-structured interviews were used to answer of "What are students' and teachers' views about instruction using augmented reality applications?" Data obtained from Human Circulatory System Achievement Test, Attitudes Towards Science and Technology Course, and heart drawings were analyzed quantitatively while reflection papers and heart drawings, and semi-structured interviews data were analyzed qualitatively. Quantitative statistical analysis indicated that there were no significant differences between groups' scores of achievement, attitude, and heart drawings. These findings indicated that students in both experimental and control groups were equal to each other in terms of their achievement in human circulatory system, attitudes towards science course, understandings about heart before investigation. On the other hand, quantitative statistical analysis that there were significant differences between groups' scores of achievement, attitude, and heart drawingsin favor of experimental group. Instruction using augmented reality applications is more effective than instruction using models in increasing students' achievement in human circulatory system, attitudes towards science course, and understandings about heart. Reflection papers of students instructed with augmented reality applications revealed that there was congruence between what augmented reality applications aimed to teach and what students learned. Not only quantitative but also qualitative data sources indicated that augmented reality applications are effective in terms of supporting students' achievement to objectives about human circulatory system in science curriculum and eliminating students' misconceptions. Reflection papers and semi-structured interviews provided evidence that augmented reality applications attracted students' attention since applications are three-four dimensional and fun, and they provide opportunities for using technology and observe things, which are not directly observable such as veins, heart, and blood flow. Teacher who teach with augmented reality applications in experimental group expressed that students were active, found opportunity to investigate concepts emphasized during teaching with augmented reality application, were able to control their own learning processes, and showed positive attitudes during teaching. Based on the findings revealed from this master thesis, recommendations for science teachers, science teacher educators, National Ministry of Education and implications for science educators were provided.