Effect of Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) on students' academic performance in hybridisation and molecular shape

Technology in science education enhances teaching and learning by helping students visualise abstract concepts. Augmented Reality-Enhanced Hands-on Chemistry Activities (AREHCA) integrate digital tools with practical tasks, supporting a deeper understanding of hybridisation and molecular shapes. This study investigated the effect of AREHCA on a purposively selected group of senior high school students in Ghana. The study employed an action research design with a sample of 65 students. Pre-tests, post-tests, and a delayed post-test were used to measure performance and retention, while gender effects were examined using t-tests, frequencies, and correlation analysis. The results showed a statistically significant improvement in students’ performance after the intervention, with the delayed post-test confirming sustained knowledge retention. A very weak negative correlation between male and female scores indicated that AREHCA benefited both genders equally. The study therefore recommends the integration of AREHCA into the teaching of hybridisation and molecular shapes to further improve students’ academic performance.