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Exploring Virtual and Augmented Reality Tools in Strengthening Mathematics and Science Education (SMASE) in Nigeria
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Abstract
This study, conducted between September 2024 and March 2025, examines the integration of Virtual Reality (VR) and Augmented Reality (AR) into Mathematics and Science Education using the ASEI-PDSI (Activity, Student, Experiment, Improvisation – Plan, Do, See, Improve) framework. It focuses on the impact of immersive technologies in enhancing STEM learning, particularly in resource-constrained environments. The research employed a mixed-methods design involving 20 Mathematics and Science teachers and 300 learners from 10 schools. Data were collected through an ASEI-PDSI observation checklist, a classroom lesson observation checklist, and a validated learner engagement questionnaire. VR and AR modules for abstract STEM concepts such as molecular structures and projectile motion were implemented following the ASEI-PDSI framework. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data from classroom observations and teacher feedback were thematically analyzed. Findings revealed statistically significant improvements in classroom engagement, learner participation, and STEM achievement (p < 0.05), as measured through pre- and post-intervention assessments and classroom observation scores. Teachers reported increased confidence in delivering complex topics. The study recommends integrating VR and AR tools into SMASE training programmes and partnering with technology providers to ensure scalability among others. By combining the ASEI-PDSI framework with immersive technologies, this approach has the potential to transform STEM education and bridge learning gaps in Nigeria.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 9309
Country
Nigeria
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)