Enhancing Science Inquiry Skills Through Augmented Reality Interactive Simulations

Thesis Abstract

The development of scientific inquiry skills remains a central focus in science education, yet traditional instructional approaches often fall short in actively engaging students and fostering experiential understanding. This study investigates the potential of augmented reality (AR) interactive simulations to enhance science inquiry skills among secondary school students. The primary aim is to evaluate the effectiveness of AR-based simulations as a pedagogical tool for developing scientific inquiry competencies, with specific objectives including (1) designing and implementing AR interactive simulations aligned with curriculum standards, (2) assessing students' inquiry skills before and after exposure to the AR interventions, and (3) exploring students' perceptions of AR technology in science learning contexts. The research employs a quasi-experimental research design featuring pre- and post-tests, with a control group receiving traditional instruction and an experimental group engaging with AR simulations. The study population comprises 200 secondary school students enrolled in general science classes in an urban district. A stratified random sampling technique selected 150 students, with 75 assigned to the experimental group and 75 to the control group. Data collection instruments include a validated Science Inquiry Skills Test (SIST), administered before and after the intervention, and a structured Likert-scale questionnaire to gauge students’ perceptions of AR learning experiences. The validity and reliability of the instruments are established through expert reviews and a pilot study, respectively, with a Cronbach’s alpha coefficient of 0.87 indicating internal consistency. Data analysis utilizes paired sample t-tests and ANCOVA to compare pre- and post-intervention scores within and between groups, while thematic analysis is employed to interpret qualitative data from student perception questionnaires. Expected findings suggest that students engaging with AR interactive simulations will demonstrate statistically significant improvements in their inquiry skills compared to their counterparts in traditional instruction. The study anticipates that AR technology fosters increased motivation, inquiry-oriented experimentation, and conceptual understanding, consistent with the theoretical foundations provided by the constructivist learning theory and the cognitive-affective theory of learning with media. Furthermore, qualitative insights are expected to reveal positive student perceptions regarding the usability, engagement, and pedagogical value of AR in science education. The contribution of this research to knowledge lies in providing empirical evidence for the effectiveness of AR simulations in science inquiry skill enhancement, thus supporting the integration of emerging technologies into science curricula. By linking theoretical frameworks with pedagogical outcomes, the study advances understanding of how immersive, interactive digital environments influence inquiry-based learning processes. Additionally, the findings offer practical recommendations for science educators and curriculum designers aiming to leverage AR technology to improve inquiry skills, enhance student engagement, and foster scientific literacy. In conclusion, the study affirms that AR interactive simulations constitute a potent instructional strategy for developing science inquiry skills among secondary school learners. It recommends that educational policymakers consider integrating AR tools into science teaching practices and emphasizes the need for further longitudinal studies to examine the sustained impact of AR-assisted science instruction on inquiry capabilities. Future research should explore scalable implementations across diverse educational contexts and investigate the long-term effects of AR-based learning on scientific exploration and critical thinking skills.