English abstract
This study aimed to investigate the impact of using augmented reality technology on
academic achievement and motivation to learn science among eighth grade female students
at the South Al Batinah Governorate. The study followed a quantitative approach using a
quasi-experimental design. The study sample consisted of (62) eighth grade female students,
who were distributed into two groups: an experimental group consisting of (31) female
students who were taught using augmented reality technology, and a control group consisting
of (31) female students who were taught in the prevailing method. To achieve the aims of the
study, the augmented reality technology was designed, and the accompanying teacher’s guide
was prepared. The study tools consisted of an achievement test, which had a value of the
Crombach’s alpha coefficient (0.806), and a measure of motivation to learn science, which
had a value of the Crombach’s alpha coefficient (0.831). The study tools were applied before
and after treatment. The data was collected and processed, and analysis of covariance
(ANCOVA) and analysis of multiple covariance (MANCOVA) were used. The study found
that there were differences between the average scores of the students of the two study groups
in the post-application of the achievement test in favor of the experimental group. It also
revealed the presence of differences between the average scores of the students of the two
study groups in the post-application of the motivation to learn science scale in favor of the
experimental group. In light of these results, the study recommended the necessity of
activating the use of augmented reality technology in teaching science topics because of its
significant impact in raising academic achievement levels and increasing motivation to learn
science among the students.
