Examining the difference between Marker-based and Markerless augmented reality on learning outcomes of biology students colleges of education in Nigeria

Abstract

This study was carried out to examine the difference between marker-based and markerless augmented reality on learning outcomes of Biology' students in Colleges of Education in Nigeria The study adopted a quasi-experimental design. (Pre-test, post-test non-equivalent control group design). l:our null hypotheses guided the study with NCEI Biology students in 2020/2021 academic session comprising 326 as the sample of the study. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Retention Test (R/iT) Pearson Product Moment Correlation (PPMC) formula was used to determine the reliability coefficient of BAT which yielded 0.79 and Cronbach Alpha formula was used for QMSAR which also yielded 0.85 indicating that the instruments were reliable for the study. The data was analyzed using ANCOVA to test the null hypotheses at 0.05 level of significance, bindings revealed a statistically significant difference with moderate effect size in the mean achievement, and retention scores of students taught Biology course using Marker-based and Markerless Augmented Reality in Colleges of Education in North Central, Nigeria. Similarly, there is a significant difference with small effect size between the mean achievement scores of male and female students taught Biology course using Marker-based Augmented Reality in Colleges of Education in North - Central, Nigeria. Based on these findings, it was recommended among others that the teaching of Biology course in Colleges of Education in North - Central, Nigeria should be given attention by College administrators through the use of relevant instructional materials like marker-based and markerless augmented reality. This is to ensure that Biology' students are adequately trained to face the world of work with knowledge and experience to practice and deliver services effectively.