The impact of problem-based science teaching assisted with augmented reality applications on academic achievement, retention, attitude and belief of self-efficacy

The aim of this study is to examine the impact of problem based science teaching assisted with augmented reality applications on secondary school students' academic achievement, retention in the course of science, attitudes towards physics subjects and beliefs of self-efficacy. Accordingly, the lesson activities were prepared about the course unit of "Power and Energy". From mixed method research designs in which quantitative and qualitative approaches are used together, embedded research design was used in this study. A quasi experimental design with pretest-posttest control group was used in the quantitative aspect of the study while the qualitative aspect was carried out as a case study. 91 students (41 females, 50 males) who were attending the 7th grade at a secondary school in the central district of a city located in the West Black Sea Region, Turkey, during the fall semestre of the 2016-2017 academic year participated in the study. The study sample consisted of two experimental groups and a control group. In the first experimental group of the study, Problem Based Learning (PBL) activites were assisted with Augmented Reality (AR) applications while only PBL method was used in the second experimental group. There was not any intervention with the control group. The control group was equalized in terms of the number of students, the teaching environment and the dependent variables of the study. The activities in the experimental process lasted for 11 weeks. "Power and Energy Unit Academic Achievement Test", "Attitude Scale Towards Physics Subjects of the Science Course" and "Self-Efficacy Belief Scale for Physics Subjects of the Science Course" each of which were developed by the researcher was used as data collection tools in the quantitative aspect of the study. The qualitative aspect of the study was designed as a case study and the data were collected by means of observations and semi-constructed interviews. The quantitative data were analyzed through parametric and non-parametric tests and the qualitative data were analyzed through content analysis method. As a result of the study, significant differences were found in favor of the experimental group with whom the augmented reality applications were used for increasing the academic achievement, attitude, self-efficacy beliefs towards science lesson and enabling the retention of knowledge. In addition, it was seen that there was no significant change in the attitude post-test scores of the group with whom only PBL method was used while it was found out that this group had significantly higher levels of both academic achievement and self-efficacy belief post-test scores than the control group. The data gathered from the interviews showed that both the AR applications and the PBL activities were useful for the students. According to the students' views, the advantages of AR applications were listed as facilitating learning, providing permanence of learning, increasing attention and interest, making the course fun, providing effective participation, arousing curiosity, increasing the desire for participation in the lesson, contributing to social learning and creating a realistic learning environment. The results of the study showed that the designed AR applications were a potential means for learning the subjects of power, energy and pressure. Besides, some of the students also reported that they experienced pain in their neck, back and hands with respect to the physical health and that those applications caused noise and time loss in the classroom. On the other hand, it was observed that the PBL method had advantages such as facilitating learning, ensuring permanent learning, and developing problem solving and discussion skills. In terms of the limitations of this method, it was observed that it caused noise and time loss in the classroom and the students sometimes felt bored during the lesson. Based on the research results, it can be suggested that the PBL method should be assisted with different technologies such as AR applications in creating a more effective learning environment. In addition, it is recommended to select precisely the features such as weight and size for imaging technologies which are used so that early-age students can examine marker-based AR applications more healthily.