The Effects Of Augmented Reality Supported Geometry Teaching On Students' Self-Efficiency, Anxiety And Attitude In A Problem Based Learning Environment

Abstract

The aim of this study is to examine the effect of geometry teaching supported by augmented reality (AR) applications in a problem-based teaching environment on students' attitudes, anxiety, and self-efficacy levels toward geometry learning. In order to test the effectiveness of AR teaching materials, a quasi-experimental design with a pre-test and post-test control group was used, and interviews were conducted with students. The study group consists of 51 students, 25 in the control group and 26 in the experimental group, studying in the 9th grade of a high school in the Eastern Anatolia Region of Turkey in the 2022-2023 academic year. While the subject of three-dimensional objects was explained to the control group using traditional methods in a problem-based teaching environment, it was explained to the experimental group using AR materials in a problem-based teaching environment. At the end of the 6-week study, while the attitude levels of the students in the experimental group toward geometry learning were statistically higher than the ones in the control group, the anxiety levels of the students in the experimental group towards geometry learning were statistically lower than the ones in the control group. However, the students' self-efficacy levels in the experimental and control groups toward learning geometry did not differ statistically. In addition, as a result of the interviews with the students, they stated that the AR materials were satisfactory, made learning easy, and concretized abstract concepts, and the majority of the students stated that AR applications would be useful in other courses.