PERCEIVED EFFECTS OF MOBILE GAMES AND AUGMENTED REALITY ON SECONDARY SCHOOL STUDENTS’ LEARNING OUTCOMES IN BASIC SCIENCE AND TECHNOLOGY IN OYO STATE, NIGERIA

Authors

  • DR. ABIODUN EZEKIEL ADESINA Integrated Science Education, Faculty of Science Education, Emmanuel Alayande University of Education, Oyo, Nigeria
  • MRS FUNMILAYO ADEOLA ADEYI Integrated Science Education, School of Science, The Oyo State College of Education, Lanlate

Keywords:

Mobile games and augmented reality, Secondary school students’ learning outcomes, Basic Science and Technology, Teachers’ perceptions, Gender

Abstract

It is a well-established fact that mobile games and augmented reality positively 
impact students’ learning outcomes. However, there is dearth of literature on the 
perceived effects of mobile games and augmented reality on secondary school 
students’ learning outcomes in Basic Science and Technology in Oyo State, 
Nigeria. Therefore, this study investigated teachers’ perceived effects of mobile 
games and augmented reality on secondary school students’ learning outcomes in 
Basic Science and Technology in Oyo State, Nigeria. Three research questions 
and six hypotheses guided the study, adopted a mixed methods quantitative and 
qualitative approaches in a concurrent triangulation design, Sampled by cluster 
random sampling technique 300 secondary school teachers. Data was collected 
using Perceived Effects of Mobile Game and Augmented Reality on Secondary 
school Students Learning Outcomes Questionnaire (PEMgArSLQ, R=0.81) and 
Interview (PEMgArSLI, IRR=0.74). Data was analyzed using frequency counts, 
percentages, mean, standard deviation, thematic analysis, t-test and ANOVA. The 
teachers have high perception of mobile games and augmented reality on 
secondary school students’ learning outcomes in Basic Science and Technology 
in Oyo state, Nigeria which contradicted the thematic analysis results that 
majority of the teachers’ perception was very low. The perception was significant 
(Mean=103.81, SD=7.11, df=273, t=102.05, p<.05). There is a significant 
difference in perceived perception based on gender (t=-9.830, df=271, p<.05), 
age (F(3,270)=19.91, p<.05), school types (t=-3.016, p<.05), qualifications 
(F(3,270)=3.96, p<.05) and experience (F(2,271)=13.87, p<.05). Government should 
refurbish the secondary schools with ICT infrastructural facilities and arrange 
more Teachers Professional Development Programmes (TPDP) on ICT 
utilization in science education.  

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Published

2025-04-12

Issue

Vol. 10 No. 2 (2025): EDUCATIONAL FOUNDATIONS, JOURNAL OF THEORETICAL AND EMPIRITICAL STUDIES IN EDUCATION (JOTESE)

Section

Articles