Graduate Program

Curriculum and Instruction

Degree Name

Master of Science in Education (MSEd)

Semester of Degree Completion

Spring 2021

Thesis Director

Sham'ah Md-Yunus

Thesis Committee Member

Daniel J. Carter

Thesis Committee Member

Lu Ding

Abstract

This study examines students’ success rate and level of engagement in a science classroom by using augmented reality (AR) specifically merge cube. Students’ success rate is measured by their grades, which can determine if the student understands the material. Engagement is measured by observing whether or not the students are asking questions, volunteering information, working well with others, paying attention in class, and participates actively in discussions. The two research questions guided the study:1. Does the use of a merge cube in the science classroom improve participants’ success rate in learning science? and 2. Does using a merge cube increase engagement between genders? Quantitative data were collected from students’ grades before and after using a merge cube, while qualitative data was collected from observing how students engage in their learning when using the merge cube and when not using the merge cube. The data revealed that either using or not using the merge cube the total number of participants earned a C or higher on the test are equal (31). Even though the number of participants earning an A after using the merge cube decreased, but using the merge cube helps improve participants’ success rate. Although girls were more engaged in their learning when using the merge cube, boys also showed a huge improvement by having 18 more boys being more engaged. However, there were less girls than boys who scored an Always on Paying Attention in class, but more girls scored a “Sometimes’ and none of the girls scored a “Never on Pays Attention in Class.”

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