The Impact of Augmented Reality-Based Argumentation Activities on Middle School Students’ Academic Achievement and Motivation in Science Classes

Education Quarterly Reviews, Vol.5 No.2 (2022)

14 Pages Posted: 23 Apr 2022

See all articles by Tuba Demircioglu

Tuba Demircioglu

Çukurova University

Memet Karakus

Çukurova University

Sedat Ucar

Çukurova University

Date Written: April 3, 2022

Abstract

Science teaching is one of the subjects that has been actively affected by Augmented Reality (AR) technology worldwide. Although the use of AR in science courses is increasing, the effective use of AR still needs improvement. The purpose of this study was to investigate the effect of augmented reality-based argumentation activities in 7th grade students' academic achievement and motivation in teaching astronomy content. The quasi-experimental design was used in this study. The participants consisted of 79 seventh-grade students from three different science classes. The students in experimental group 1 (n=26) participated in an instruction that included both augmented reality and argumentation activities about astronomy. The students in experimental group 2 (n=27) participated in an astronomy instruction that includes only argumentation activities and the students in control group (n=27) received astronomy instruction through traditional methods. The data were collected through pre-and post- academic achievement test and the Motivated Strategies for Learning Questionnaire (MSLQ). ANOVA and Kruskal Wallis tests were used to determine the statistical differences between the pretest and posttest scores of the students. The results showed that augmented reality-based argumentation activities were more effective in increasing students' achievement and motivation than the argumentation and traditional instruction in teaching astronomy.

Keywords: Augmented Reality, Argumentation, Science Education, Astronomy Education, Academic Achievement, Motivation

Suggested Citation

Demircioglu, Tuba and Karakus, Memet and Ucar, Sedat, The Impact of Augmented Reality-Based Argumentation Activities on Middle School Students’ Academic Achievement and Motivation in Science Classes (April 3, 2022). Education Quarterly Reviews, Vol.5 No.2 (2022), Available at SSRN: https://ssrn.com/abstract=4073845

Tuba Demircioglu (Contact Author)

Çukurova University

Saricam ilcesi
Balcali
Adana, 01330
Turkey

Memet Karakus

Çukurova University

Saricam ilcesi
Balcali
Adana, 01330
Turkey

Sedat Ucar

Çukurova University

Saricam ilcesi
Balcali
Adana, 01330
Turkey

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