Evaluation of Students Retention and Academic Performance in Pre and Post Exposure in Maker-based and markless augmented reality

Abstract

Education plays a critical role in society, and educators use different methods, including augmented realities, to improve learning outcomes and students' academic performance. The focus of this study was to examine the impact of marker-based and markerless augmented reality on students' performance in selected colleges of education in North-Central Nigeria. The study adopted a quasi-experimental research design to survey 326 biology students using a random sampling method. The study used a well-structured questionnaire to assess retention and achievement level in pre-and-post exposure to marker-based and markerless augmented reality. The data were analysed using the Statistical Package for Social Sciences (SPSS). The results indicated that the mean retention and achievement scores in post-exposure to marker-based and markerless augmented reality were 87.91 and 77.35 against 85.01 and 81.15. The control group had mean retention and achievement scores of 59.70 and 59.79. The differences between the mean retention and achievement scores in the pre-exposure and post-exposure were significant at p < 0.05. The result shows that the correlation coefficient was 0.796 at < 0.05. while the ANCOVA result was 7.461. This study concluded that the marker-based method helped to improve the students' retention and academic performance in the selected colleges of education.