The Effectiveness of Teaching Aid for a Mathematics Subject Via Mobile Augmented Reality (MAR) for Standard Six Students
Hafizul Fahri Hanafi1, Nur Azlan Zainuddin2, Mohd Faizal Nizam Lee Abdullah3, Mohd Hairy Ibrahim4
1Hafizul Fahri Hanafi, Faculty of Art, Computing and Creative Industry.
2Nur Azlan Zainuddin, Faculty of Art, Computing and Creative Industry.
3Mohd Faizal Nizam Lee Abdullah, Faculty of Science and Mathematics.
4Mohd Hairy Ibrahim, Faculty of Humanities.
Manuscript received on 24 March 2019 | Revised Manuscript received on 03 April 2019 | Manuscript Published on 27 April 2019 | PP: 121-125 | Volume-7 Issue-6S2 April 2019 | Retrieval Number: F10180476S219/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This main purpose of this study is to investigate the impact of a mobile augmented reality application on the understanding of mathematics subjects among primary school students. This study is constructed on a quasi-experimental procedure using the pre-test, post-test control group design. The study sample consisted of 78 primary school students that were selected from two intact classes, with a mean age of 13.5 years. Students were assigned to two groups, with a control group and an experimental group comprising 38 and 40 students, respectively. The research instrument utilized to measure students’ understanding of Augmented Reality components before and after treatment was based on a set of 40 multiplechoice questions. Learning sessions took place for one hour per week, spanning over four consecutive weeks, in which the control group and the experimental group used a desktop-based application and a mobile augmented reality application, respectively. Data were analyzed using paired samples t-test and analysis of covariance (ANCOVA). The results of the t-test explicated that there was a significant gain in students’ understanding after training for both groups. The results of ANCOVA depicted the main effects of learning method and gender were significant, explicating the experimental group outperformed the control group and males outperformed females, respectively. Interestingly, a notable interaction effect between the learning method and gender, with both male participants tended to perform better when learning using MAR application. Exerted together, the foregoing findings underscore the significance of expending appropriate learning applications, notably mobile applications, in the teaching and learning of technology in a classroom such as Mathematics subject. Nevertheless, the finding implied female student should have given more expanse to familiarize such practice.
Keywords: Mobile Augmented Reality; Ancova Analysis and Mathematics Subject.
Scope of the Article: Mobile Computing and Applications