ENHANCING SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN ENGLISH READING COMPREHENSION USING AUGMENTED REALITY IN MINNA METROPOLIS, NIGERIA

Abstract

This study aims at enhancing senior secondary school students’ achievement and interest in English language reading comprehension using augmented reality in Minna metropolis. The research utilized a quasi-experimental design targeting Senior Secondary II (SSII) students. Purposive sampling was used to select schools and class. The groups (experimental group I & II) comprised one hundred and twenty students, evenly split by gender (60 males and 60 females). Reliability coefficients of 0.99 and 0.86 for static and animated infographics, respectively, were calculated using the PPMC formula. Hypotheses were tested using a T-test, resulting in the acceptance of the null hypothesis. Findings reveal that integrating augmented reality significantly enhanced students' English language reading comprehension achievement, and also impacted positively on the interest of both male and female students. It is, therefore, concluded that using augmented reality to teach English reading comprehension could effectively address the limitations of conventional teaching methods.