Augmented Reality Instructional Strategy on Students’ Performance in ICT in Education Course, University of Calabar

Abstract

This study investigated the effect of Augmented Reality Instructional Strategy on undergraduate students’ academic performance in ICT in Education Course in University of Calabar. Two research questions and corresponding null hypotheses guided the study. The study adopted a quasi-experimental design. The population of the study consists of all the 200 level undergraduate students, who are offering the course ICT in Education (EDU 203.1) in Faculty of Educational Foundation Studies for 2020/2021 academic session in University of Calabar. The sample of the study comprised of two hundred and sixty-eight (268) students selected using the multi-stage sampling procedures. The instrument used for data collection was a researcher-made performance test titled; ICT in Education Performance Test (ICTEPT). The instrument was subjected to face content and content validation with a reliability coefficient of 0.80. Mean, Standard deviation and t-test and were the statistical tools used in the study. The findings revealed that Augmented Reality Instructional Strategy has a significant effect on the students’ mean performance in ICT in Education. The study concluded that augmented reality instructional strategy is one of the emerging technologies with great educational possibilities and is being incorporated by various disciplines in education at different academic levels. It combines digital information with physical information in real time and with user participation. It was recommended that instructors should adopt the use of an augmented reality instructional strategy in teaching ICT in Education courses so that students could produce better and dependable results.