INTEGRATING AUGMENTED REALITY IN BIOLOGY EDUCATION: IMPLICATIONS FOR STUDENT ACADEMIC PERFORMANCE

Abstract

The 21st century has brought a revolutionary change in the field of education, and technology has taken a crucial position in this improvement of teaching and learning. The Department of Education (DepEd) in the Philippines supports the integration of digital tools, particularly in STEM, as a solution to longstanding problems in traditional education. The conventional ways of teaching biology, which involve rote learning and the lecturing method, have been found to lack motivation, interest, and comprehension in students, as the subject is abstract and complex in nature. Augmented Reality (AR), where the real world is enhanced with virtual content, is a promising approach since it can make biological processes more concrete and engaging. This study examines the effect of AR on the academic performance, motivation, engagement, and interest of senior high school students in biology. Using a mixed-methods design, it measured academic outcomes and collected qualitative insights during the fourth quarter of the academic year. Quantitative results showed a marked increase in performance, with a mean grade of 88.75 using AR compared to 83.22 without it. AR was also rated as Highly Acceptable (M = 3.31), with motivation scoring the highest (M = 3.36). However, AR had minimal influence on learner confidence. Thematic analysis revealed that AR acted as a motivational tool, enhanced conceptual learning through 3D visualization, and facilitated self-directed and experiential learning. Students were excited about the increased AR integration despite the technical issues, such as lag on the device. Correlation analysis revealed significant positive correlations between affective factors and academic performance. These results highlight the promise of AR as a low-cost, high-impact educational technology that can promote deeper learning and engagement, even in public-school environments in the Philippine context.