Enhancing Science Process Skills through Augmented Reality-Integrated Chemistry Lesson

The study examined the effect of Augmented Reality-Integrated Collaborative Learning (ARICL) on senior high school students’ acquisition of science process skills in hybridization and molecular shapes. Using an action research design with a quantitative approach, sixty-five (65) first-year science students from Winneba Senior High School were purposively selected. Pre-test and weekly post-tests consisting of essay-type questions were used to assess students’ observation, identification, classification, and drawing skills. Data were analysed using frequency counts, means, and t-tests to determine significant differences before and after the intervention. Findings showed that students initially had difficulty understanding hybridization and molecular shapes. However, after the introduction of ARICL, there was a marked improvement in their process skills. Students demonstrated better visualisation of molecular structures, accurate classification of chemical bonds, and precision in drawing structural diagrams. Statistical analysis confirmed significant differences between pre-test and post-test results, indicating that ARICL effectively enhanced students’ learning outcomes. The study concluded that the integration of augmented reality with hands-on collaborative activities improved students’ conceptual understanding and practical skills in chemistry. ARICL created an interactive and engaging learning environment that made abstract concepts more accessible. It was therefore recommended that ARICL be incorporated into the senior high school science curriculum to promote students’ science process skills, conceptual understanding, and overall scientific literacy.