The Effectiveness of using augmented Reality Technology in developing Scientific Problem-solving Skills among Secondary School Students in light of the (PISA) Tests from the Teachers’ point of view

Abstract

The study aimed to identify the effectiveness of using augmented reality technology in developing secondary school students' scientific problem-solving skills, based on the PISA tests, from the perspective of female teachers. This was achieved by determining the extent to which augmented reality technology contributes to improving secondary school students' scientific understanding, based on the PISA tests. The study also explored the role of augmented reality technology in developing secondary school students' scientific problem-solving skills, based on the PISA criteria. It also explored the impact of using augmented reality technology on students' motivation to apply scientific knowledge in real-life situations, as measured by the PISA tests. The study used a descriptive analytical approach. The current study population consisted of all female science teachers (biology, chemistry, and physics) in government secondary schools affiliated with the Al-Shifa Education Office in Riyadh, totaling (189) teachers. The study relied on a simple random sample, with (56) teachers. The questionnaire was used as a study tool, and the study reached several results, most notably: The study sample agreed with the extent to which augmented reality technology contributes to improving students' scientific understanding, with a score of "high," with an average of 2.61 out of 3.00. The study sample agreed with the role of augmented reality in developing scientific problem-solving skills according to PISA standards, with a score of "high," with an average of 2.53 out of 3.00. The study sample agreed with the impact of using augmented reality technology on students' motivation to apply scientific knowledge in real-life situations, as measured by PISA tests, with a score of "high," with an average of 2.43 out of 3.00. In light of these results, the study presented several recommendations, most notably: Designing educational units that use augmented reality technology to develop skills that link theoretical knowledge with practical application, in accordance with PISA test requirements. Training science teachers on the use of augmented reality to enhance analytical thinking and scientific decision-making, through workshops that address practical real-life situations based on this technology.